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Longitudinal integrated rural placements: a social learning systems perspective.

Michele Daly1, Chris Roberts, Koshila Kumar

  • 1Broken Hill University Department of Rural Health and Centre of Research Excellence in Rural and Remote Primary Health Care, University of Sydney, Broken Hill, New South Wales, Australia. michele.daly@sydney.edu.au

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Longitudinal, rural medical education placements foster learning through social learning systems (SLSs) and communities of practice (CoPs). This immersive experience enhances clinical skills and professional identity development in diverse settings.

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Area of Science:

  • Medical Education
  • Rural Health
  • Sociology of Education

Background:

  • Limited theoretical exploration of non-traditional clinical placements.
  • Focus on longitudinal, immersive, community-engaged, rural/remote settings.
  • Need to understand pedagogical and socio-cultural underpinnings of student learning.

Purpose of the Study:

  • Theoretically illustrate pedagogical and socio-cultural underpinnings of student learning.
  • Analyze student learning within a longitudinal, integrated, community-engaged rural placement.
  • Apply Social Learning Systems (SLS) theory.

Main Methods:

  • Semi-structured interviews with medical students, supervisors, and clinicians.
  • Framework analysis of collected data.
  • Interpretation informed by Social Learning Systems (SLS) theory.

Main Results:

  • Students participate in SLS with distinct learning spaces and communities of practice (CoPs).
  • Learning spaces are shaped by the geography of place.
  • Students acquire knowledge, skills, attitudes, and develop professional identity through connectivity between spaces.

Conclusions:

  • Longitudinal, integrated placements function as SLSs with synergistic learning spaces and CoPs.
  • Geography of place significantly influences the learning context.
  • Engagement enhances clinical learning and professional identity, with potential for pedagogical strategies.