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Learning strategies for the advanced trainee in specialist training
Kim Ekelund1,2,3, Martin Grønnebæk Tolsgaard2,4,5, Rikke Vita Borre Jacobsen1,2,6
1Copenhagen Academy for Medical Education and Simulation (CAMES), Herlev Hospital, University Hospital of Copenhagen, Herlev, Denmark.
Medical Teacher
|December 25, 2023
Summary
Clinicians face barriers transferring knowledge from courses to practice. Supporting trainees to self-regulate learning requires commitment and a supportive environment from supervisors and stakeholders.
Area of Science:
- Medical Education
- Professional Development
Background:
- Effective knowledge transfer from clinical courses is crucial for clinician learning.
- Clinicians must translate acquired knowledge, skills, and attitudes into their practice.
Purpose of the Study:
- To explore the challenges anaesthesiologist trainees face when transferring knowledge from specialty-specific courses to their work environment.
- To identify barriers and facilitators in the self-regulated learning (SRL) process for advanced trainees.
Main Methods:
- Semi-structured interviews were conducted with 20 anaesthesiologist trainees.
- Data were collected and analyzed iteratively using thematic analysis, guided by SRL principles.
Main Results:
- Advanced trainees exhibit high motivation but encounter significant barriers to implementing learned material.
- Four key themes emerged: readiness to learn, capturing 'take-home messages', creating opportunities, and external dependencies.
- Understanding these challenges aids trainees in goal setting, progress monitoring, and SRL process evaluation.
Conclusions:
- Successful knowledge transfer for advanced trainees necessitates commitment and support.
- Medical supervisors and stakeholders share responsibility for creating supportive learning environments.
- Fostering opportunities for trainees to self-regulate their learning is essential.
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