BACKGROUND: The opportunity for students to learn whilst in a clinical placement is a central component of undergraduate medical education and an educationally conducive clinical environment is essential if the student is to optimise learning opportunities. AIM: This study, which was conducted by medical students, and amongst medical students aims to investigate the key conditions that students most value when placed in clinical settings. METHODS: A qualitative approach was adopted in which a series of focus group discussions were conducted by senior medical students trained in the facilitation of focus group moderation. In total, 30 students contributed to four separate focus groups. RESULTS: Whilst students identified some factors which were similar to previous studies, other factors considered important to learning in the clinical setting surfaced. Namely, the need for students to be self-motivated and the valuable contribution that other medical students can make to the learning of their peers. CONCLUSIONS: Our findings concur with other similar studies. However, our findings were generated by medical students and not subject to influence by university teachers during the data collection and analysis. This not only serves to reinforce previous studies but also supports the use of peer data collection from medical students.
BACKGROUND: The opportunity for students to learn whilst in a clinical placement is a central component of undergraduate medical education and an educationally conducive clinical environment is essential if the student is to optimise learning opportunities. AIM: This study, which was conducted by medical students, and amongst medical students aims to investigate the key conditions that students most value when placed in clinical settings. METHODS: A qualitative approach was adopted in which a series of focus group discussions were conducted by senior medical students trained in the facilitation of focus group moderation. In total, 30 students contributed to four separate focus groups. RESULTS: Whilst students identified some factors which were similar to previous studies, other factors considered important to learning in the clinical setting surfaced. Namely, the need for students to be self-motivated and the valuable contribution that other medical students can make to the learning of their peers. CONCLUSIONS: Our findings concur with other similar studies. However, our findings were generated by medical students and not subject to influence by university teachers during the data collection and analysis. This not only serves to reinforce previous studies but also supports the use of peer data collection from medical students.