Praxis-Informed Pointers: A Student Guide for Optimizing Clinical Learning in a Resource-Constrained Setting.

Area of Science:

• Health Professions Education
• Medical Education
• Clinical Learning Environments

Background:

• Clinical learning is crucial in health professions education (HPE).
• Student behaviors and attitudes significantly impact learning effectiveness in clinical settings.
• Limited literature addresses optimizing clinical learning in resource-constrained environments using a narrative-based praxis approach.

Purpose of the Study:

• To translate existing literature and theory into a practical guide for optimizing clinical learning.
• To focus on student perspectives and challenges in resource-constrained settings.
• To provide actionable strategies for students in HPE.

Main Methods:

• Development of a praxis-oriented article based on literature review.
• Focus on a student-centered approach to clinical learning.
• Identification of key aspects for optimizing learning in challenging environments.

Main Results:

• Six key aspects for optimizing clinical learning were identified: student-driven learning, integration into the community of practice, student engagement, empathy, interprofessional learning opportunities, and feedback for learning.
• These aspects offer practical guidance for students in various settings.
• Strategies for students in resource-constrained clinical contexts are explored.

Conclusions:

• Effective clinical learning in resource-constrained settings hinges on specific student behaviors and attitudes.
• The identified key aspects provide a framework for enhancing student learning experiences.
• This guide offers practical recommendations for students navigating challenging clinical environments.