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Related Experiment Video

Updated: Apr 22, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Supervised learning events in the foundation programme: a UK-wide narrative interview study.

Charlotte E Rees1, Jennifer A Cleland2, Ashley Dennis1

  • 1Centre for Medical Education, Medical Education Institute, School of Medicine, University of Dundee, Dundee, UK.

BMJ Open
|October 18, 2014
PubMed
Summary
This summary is machine-generated.

This study explored how medical trainees and trainers perceive supervised learning events (SLEs) versus workplace-based assessments (WPBAs). Findings suggest SLEs offer formative learning potential but require clearer understanding from all participants.

Keywords:
EDUCATION & TRAINING (see Medical Education & Training)MEDICAL EDUCATION & TRAININGQUALITATIVE RESEARCH

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Area of Science:

  • Medical Education
  • Professional Development
  • Healthcare Training

Background:

  • Supervised Learning Events (SLEs) are integral to Foundation Programme training.
  • Understanding perceptions of SLEs compared to Workplace-Based Assessments (WPBAs) is crucial for optimizing learning.

Purpose of the Study:

  • To explore Foundation trainees' and trainers' views on SLEs and WPBAs.
  • To identify suggestions for improving SLEs in medical education.

Main Methods:

  • A UK-wide narrative interview study involving 70 trainees and 40 trainers.
  • Data collected through 55 individual and 19 group interviews.
  • Thematic, discourse, and narrative analysis were employed.

Main Results:

  • Participants viewed SLEs more as learning opportunities and WPBAs as assessments.
  • Trainers perceived SLEs as a 'safety net' more than trainees.
  • SLE narratives were generally evaluated more positively than WPBA narratives, particularly by trainees.
  • Variability in SLE/WPBA conduct and factors influencing learning were identified.

Conclusions:

  • Findings tentatively support SLEs for formative learning but highlight concerns regarding understanding.
  • Five key educational recommendations for improving SLEs were proposed.
  • Further research is needed on the complexities of SLEs in workplace learning.