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Learning in clinical practice: Stimulating and discouraging response to social comparison
Janet Raat1, Jan Kuks, Janke Cohen-Schotanus
1University of Groningen and University Medical Center Groningen, The Netherlands. a.n.raat@med.umcg.nl
Medical Teacher
|November 3, 2010
Summary
Social comparison significantly impacts clinical learning. Students prefer comparing with peers, finding it mostly stimulating for skill development and learning.
Area of Science:
- Medical Education
- Social Psychology
Background:
- Social comparison theory is applicable to general learning.
- Investigated social comparison in a clinical setting, focusing on comparison targets, direction, responses, and individual orientation.
- Examined four hypotheses related to social comparison in clinical education.
Purpose of the Study:
- To determine the significance of social comparison for learning within a clinical workplace environment.
- Understanding how students engage in social comparison during their clinical training.
Main Methods:
- Surveyed 437 students across nine hospitals using questionnaires.
- Assessed students' social comparison orientation (SCO) and their comparison behaviors (direction and response).
- Utilized t-tests for data analysis.
Main Results:
- Students frequently engaged in social comparison.
- Preferred comparing with peers over residents or staff, and with those performing better.
- Social comparison responses were predominantly stimulating for learning, though individual SCO influenced response intensity.
Conclusions:
- Social comparison is integral to clinical workplace learning.
- The predominantly positive response suggests a beneficial impact on learning.
- Peer comparison highlights the importance of peers in the learning process. Further research should explore enhancing positive effects and mitigating negative ones.
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