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Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
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Published on: August 9, 2024

Changing clinical practice: significant events that influence trainees' learning.

Jeremy M Brown1, Monica Patel, John Howard

  • 1Edge Hill University/Mersey Deanery, Ormskirk L39 4QP, UK. brownjm@edgehill.ac.uk

Education for Primary Care : an Official Publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors
|February 22, 2011
PubMed
Summary
This summary is machine-generated.

Specialist trainees in primary and secondary care learn similarly from clinical practice, valuing workplace-based learning and guidelines. Both groups identify positive and negative clinical events as key to professional development and behavioral change.

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Published on: January 15, 2017

Area of Science:

  • Medical Education
  • Healthcare Quality Improvement
  • Professional Development

Background:

  • Healthcare quality improvement relies on clinicians changing behavior based on practice.
  • Understanding educational influences on specialist trainees' practice changes is crucial.

Purpose of the Study:

  • Investigate educational influences driving behavioral change in specialist trainees.
  • Identify differences in learning recall between primary and secondary care trainees.

Main Methods:

  • Study involved 105 general practice trainees (GPSTs) and 100 specialist trainees (STs).
  • Data collected via focus groups, questionnaires, and semi-structured interviews.
  • Questionnaire completion rates: 32% for STs and 22.5% for GPSTs.

Main Results:

  • Key influences identified: practice-based learning and guideline adherence.
  • Both primary and secondary care trainees reported similar educational influences.
  • Themes emerged from focus groups, questionnaires, and interviews.

Conclusions:

  • No difference in learning event recall between primary and secondary care trainees.
  • Formal learning is valued when relevant to daily practice.
  • Guidelines serve as references and discussion points; clinical events (positive/negative) are key learning experiences.
  • Workplace-based learning effectively facilitates clinical change in specialty training.