Related Experiment Video
Updated: Jun 14, 2026
14:32
Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
Published on: February 16, 2011
Designing faculty development: lessons learnt from a qualitative interpretivist study exploring students'
Julia Blitz1, Marietjie de Villiers2, Susan van Schalkwyk3
1Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa. juliablitz@sun.ac.za.
BMC Medical Education
|February 9, 2019
Summary
Senior medical students often feel a disconnect between their learning expectations and clinical experiences. To enhance clinical training, educators should help students develop agency and actively engage in workplace-based learning.
Area of Science:
- Medical Education
- Clinical Skills Development
- Healthcare Professional Training
Background:
- Clinical teaching is vital for medical students' professional transition.
- Faculty development programs aim to enhance clinical teaching effectiveness.
- Understanding student experiences can improve clinical learning environments.
Purpose of the Study:
- To explore senior medical students' experiences during clinical training.
- To identify factors influencing the strengthening of learning in clinical settings.
- To inform faculty development initiatives for better clinical teaching.
Main Methods:
- Qualitative study using semi-structured focus groups with 23 final-year medical students.
- Convenience sampling approach.
- Interpretivist analysis of transcripts to identify themes and underlying meanings.
Main Results:
- Students perceived clinical rotations as opportunities for knowledge application and skill testing.
- A significant tension exists between students' expectations of engagement and their actual clinical experiences.
- Students often remained passive recipients of teaching, lacking agency to direct their learning or negotiate participation.
Conclusions:
- Clinicians can facilitate the transition from structured classroom learning to experiential, workplace-based learning.
- Faculty development should include strategies to enhance students' active engagement and agency in clinical environments.
- Supporting students' ability to engage with learning opportunities is crucial for professional development.
Related Concept Videos
01:22Case Studies
There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
01:30Theoretical Foundations of Nursing Practice
Theories play an essential role in organizing patient care. Theories refer to a proposed or followed belief, policy, or procedure that is the basis for action. Nursing theories are knowledge-based concepts that guide nurses' actions, influence nursing education and practice, and allow nurses to care for their patients.
Theories provide a perspective to assess patients' conditions and organize data and methods. They also assist in analyzing and interpreting information. They represent a...
Theories provide a perspective to assess patients' conditions and organize data and methods. They also assist in analyzing and interpreting information. They represent a...
01:24Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis
The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data from the...
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data from the...
01:24Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation
Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
01:20Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
01:15Nursing Evaluation
The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
Section...
Section...