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A qualitative study of constructive clinical learning experiences.
H H van der Hem-Stokroos1, H E M Daelmans, C P M van der Vleuten
1Department of Surgery, Vrije Universiteit Medical Centre, Amsterdam, The Netherlands. hh.vdhem@VUmc.nl
Medical Teacher
|May 15, 2003
Summary
Structured clinical education, including observed encounters and feedback, enhances surgical clerkships. Student feedback highlights the importance of active involvement and clinician teaching quality for effective learning experiences.
Area of Science:
- Medical Education
- Surgical Training
- Clinical Clerkships
Background:
- Effectiveness of clinical education structures remains under-researched.
- Structured educational components may enhance surgical clerkship experiences.
Purpose of the Study:
- To explore student perceptions of effective clinical learning.
- To evaluate newly introduced structured components in a surgical clerkship.
Main Methods:
- Two focus groups with 19 surgical clerkship students.
- Analysis of student perceptions on structured learning activities.
- Qualitative analysis of focus group transcripts.
Main Results:
- Observation and constructive feedback are crucial for clinical training.
- Structured activities like logbooks and appraisals were positively received.
- Student learning is significantly influenced by individual clinician educational skills.
Conclusions:
- Structured components improve surgical clerkships, but clinician quality is paramount.
- Key elements for effective clerkships include active student involvement, direct observation, and dedicated self-study time.
- Further improvements should focus on enhancing the educational qualities of clinical teachers.