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On learning in the clinical environment.

Matilda Liljedahl^1,2

¹Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden. matilda.liljedahl@vgregion.se.

Perspectives on Medical Education

|July 12, 2018

Summary

This summary is machine-generated.

This study explored workplace learning for medical and nursing students. Medical students adapted well, while nursing students showed hesitation due to patient care responsibilities and value conflicts.

Keywords:

Clinical education Medical education Socio-cultural perspectives Workplace learning

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Area of Science:

Healthcare Professional Education
Socio-cultural Learning Theories
Qualitative Research Methods

Background:

The clinical environment is crucial for healthcare professional education.
Understanding the social dynamics of workplace learning is essential.
Previous research highlights the need for further exploration in this area.

Purpose of the Study:

To investigate workplace learning experiences of undergraduate medical and nursing students.
To explore the socio-cultural aspects of learning in clinical settings.
To identify differences in learning approaches between medical and nursing students.

Main Methods:

A qualitative approach using a socio-cultural perspective.
Employed a combination of qualitative description and ethnographic methods across four studies.
Data collection involved individual interviews and field observations, analyzed through content and thematic analysis.

Main Results:

Medical students engaged as marginal team members, showing an adaptive learning approach.
Nursing students faced challenges with patient care responsibilities and value negotiation, exhibiting a hesitant approach.
Distinct theoretical perspectives influenced workplace learning in medical and nursing contexts.

Conclusions:

Workplace learning requires recognizing students as active stakeholders, not passive recipients of education.
Addressing the unique challenges and learning styles of both medical and nursing students is vital.
Enhancing the active role of students can improve clinical education outcomes.