PURPOSE: To explore factors that encourage interns to participate actively within clinical rotations. Encouraging their participation in workplace interactions and activities during their clinical rotations is central to effective development of clinical practice. METHOD: In 2002-03, individual interviews and a focus group were conducted to gather data about interns' experiences in clinical rotations within a New Zealand hospital setting. A model for planning and organizing clinical learning was drafted and refined by iteration with other learners and more experienced peers. RESULTS: The findings resulted in a model for participation in clinical settings where two critical components were identified: the tasks of patient care and engagement with the clinical team. These two components are further divided into two aspects: initiation and maintenance. The outcome of all four factors working well is a reinforcing cycle of activities that promote and encourage effective participation and learning. CONCLUSION: This model could provide a framework and best-practice guide that could be used for faculty development and thereby allow both supervisors and learners to gain confidence and satisfaction.
PURPOSE: To explore factors that encourage interns to participate actively within clinical rotations. Encouraging their participation in workplace interactions and activities during their clinical rotations is central to effective development of clinical practice. METHOD: In 2002-03, individual interviews and a focus group were conducted to gather data about interns' experiences in clinical rotations within a New Zealand hospital setting. A model for planning and organizing clinical learning was drafted and refined by iteration with other learners and more experienced peers. RESULTS: The findings resulted in a model for participation in clinical settings where two critical components were identified: the tasks of patient care and engagement with the clinical team. These two components are further divided into two aspects: initiation and maintenance. The outcome of all four factors working well is a reinforcing cycle of activities that promote and encourage effective participation and learning. CONCLUSION: This model could provide a framework and best-practice guide that could be used for faculty development and thereby allow both supervisors and learners to gain confidence and satisfaction.
Authors: Andrew G Hill; Sanket Srinivasa; Susan J Hawken; Mark Barrow; Susan E Farrell; John Hattie; Tzu-Chieh Yu Journal: J Grad Med Educ Date: 2012-03
Authors: Margje W J van de Wiel; Piet Van den Bossche; Sandra Janssen; Helen Jossberger Journal: Adv Health Sci Educ Theory Pract Date: 2010-09-18 Impact factor: 3.853
Authors: Robbert Duvivier; Renée Stalmeijer; Jan van Dalen; Cees van der Vleuten; Albert Scherpbier Journal: BMC Med Educ Date: 2014-03-28 Impact factor: 2.463