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Disentangling clinical learning experiences: an exploratory study on the dynamic tensions in internship
Ann Deketelaere1, Geert Kelchtermans, Elke Struyf
1Centre for Medical Education, Faculty of Medicine, Catholic University of Leuven, Leuven, Belgium. ann.deketelaere@med.kuleuven.be
Medical Education
|August 24, 2006
Summary
Medical internships require careful consideration of intern and setting factors for effective learning. Understanding these dynamics improves clinical training quality and support for medical students.
Area of Science:
- Medical Education
- Clinical Training
- Undergraduate Medical Education
Background:
- Clinical internships are crucial for medical training but often fall short of expected learning outcomes.
- Learning experiences in clinical practice are influenced by intern characteristics, training environments, and their interactions.
Purpose of the Study:
- To explore the learning process during undergraduate medical internships.
- To identify key components and tensions influencing learning experiences in clinical practice.
Main Methods:
- Qualitative research methods were employed, including student shadowing.
- Data were collected through informal and semi-structured interviews with interns and supervisors.
Main Results:
- Five core components shape clinical internship learning experiences.
- These components involve the internship's agenda, supervisor's attitude, training culture, intern's learning approach, and the learning process formality.
Conclusions:
- A conceptual framework of components and tensions aids in understanding and analyzing student learning during internships.
- This framework can inform strategies to enhance the quality of learning, support, and supervision in clinical internships.
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