Enhancing clinical learning in the workplace: a qualitative study.

Area of Science:

• Veterinary Education
• Clinical Skills Development
• Professionalism in Healthcare

Background:

• Workplace learning (WPL) is a critical component of clinical veterinary education.
• Understanding student and staff perspectives on WPL is essential for optimizing learning experiences.
• Intramural rotations (IMR) represent a key setting for WPL in veterinary training.

Purpose of the Study:

• To explore the nature of workplace learning (WPL) in clinical veterinary education.
• To understand the expectations of clinical staff and the experiences of students during IMR.
• To identify factors influencing the effectiveness of WPL in preparing veterinary students.

Main Methods:

• Qualitative study employing direct observations of students during IMR.
• In-depth interviews with veterinary students and clinical staff.
• Analysis of learning experiences within authentic clinical environments.

Main Results:

• WPL is viewed as an opportunity to apply knowledge and develop clinical/professional skills in a safe, authentic setting.
• Clinical staff have defined expectations for student engagement, professionalism, and participation.
• Students frequently reported feeling under-prepared, especially in new species areas, and unaware of specific expectations.

Conclusions:

• WPL is complex, with diverse experiences influenced by the workplace setting.
• Student preparedness for WPL can be enhanced through staff mentorship to identify and address knowledge/skill gaps.
• Effective WPL requires aligning student expectations with staff requirements and providing targeted support during IMR.