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Medical student learner neglect in the clinical learning environment: Applying Glaser's theoretical model
Joy Rudland1, Mike Tweed2, Chrystal Jaye3
1Education Unit, Otago Medical School, University of Otago, Wellington, New Zealand.
Medical Education
|November 28, 2020
Summary
This study adapted Glaser's child neglect framework to explore learner neglect in clinical education. Findings reveal that teacher behaviors like emotional unavailability and hostility mirror aspects of neglect, impacting medical learners.
Area of Science:
- Medical Education
- Psychology
- Social Sciences
Background:
- Learner neglect is an emerging concept in education lacking a defined framework.
- Existing frameworks for child neglect require adaptation for educational contexts.
Purpose of the Study:
- To assess the applicability of Glaser's child neglect framework to learner neglect in clinical settings.
- To develop a framework for understanding and addressing learner neglect in medical education.
Main Methods:
- Retrospective analysis of data from a related study.
- Conducted six focus groups with early clinical year medical students.
- Employed inductive content analysis and an interpretivist approach.
Main Results:
- Glaser's classifications of neglectful behaviors (e.g., emotional unavailability, hostility) were identified in clinical medical education.
- Teacher behaviors such as inconsistent interaction and failure to recognize individuality were observed.
- Physical unavailability emerged as an additional category of learner neglect.
Conclusions:
- Adapting Glaser's framework provides a useful lens for examining learner neglect.
- Medical schools must address teacher behaviors that constitute learner neglect.
- Making these behaviors explicit can lead to reappraisal and improved clinical learning experiences.
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