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Provoking a Conversation Around Students' and Supervisors' Expectations Regarding Workplace Learning
Sanne Peters1, Geraldine Clarebout2,3, Bert Aertgeerts1
1Academic Center for General Practice, KU Leuven, Leuven, Belgium.
Teaching and Learning in Medicine
|December 28, 2019
Summary
A new tool helps align student and supervisor expectations for workplace learning. This discussion enhances clarity on responsibilities and improves learning opportunities.
Area of Science:
- Medical Education
- Workplace Learning
- Professional Development
Background:
- Unclear responsibilities in workplace learning hinder student development.
- Aligning student and supervisor expectations is crucial for maximizing learning opportunities.
- A validated tool is needed to facilitate these crucial conversations.
Purpose of the Study:
- To present a novel tool designed to initiate dialogue on student and supervisor expectations.
- To collect and interpret validity evidence for this expectation-alignment tool.
- To assess the tool's impact on clarifying responsibilities in workplace learning.
Main Methods:
- Collected validity evidence including response process, content, and consequences.
- Utilized cognitive interviews, a modified Delphi approach, and completed tools.
- Involved educational leaders, medical teachers, and students from four medical schools.
Main Results:
- Initial misalignment of expectations between students and supervisors was common.
- The tool-facilitated conversation significantly improved alignment on responsibilities.
- Students reported high satisfaction and perceived consensus post-conversation.
Conclusions:
- The developed tool is relevant and useful for fostering dialogue on workplace learning expectations.
- Facilitating these conversations can enhance the quality of learning opportunities.
- The tool has the potential to improve the overall workplace learning experience.
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