PURPOSE: To explore (1) whether an instructional model based on principles of cognitive apprenticeship fits with the practice of experienced clinical teachers and (2) which factors influence clinical teaching during clerkships from an environmental, teacher, and student level as perceived by the clinical teachers themselves. The model was designed to apply directly to teaching behaviors of clinical teachers and consists of three phases, advocating teaching behaviors such as modeling, creating a safe learning environment, coaching, knowledge articulation, and exploration. METHOD: A purposive sample of 17 experienced clinical teachers from five different disciplines and four different teaching hospitals took part in semistructured individual interviews. Two researchers independently performed a thematic analysis of the interview transcripts. Coding was discussed within the research team until consensus was reached. RESULTS: All participants recognized the theoretical model as a structured picture of the practice of teaching activities during both regular and senior clerkships. According to participants, modeling and creating a safe learning environment were fundamental to the learning process of both regular and senior clerkship students. Division of teaching responsibilities, longer rotations, and proactive behavior of teachers and students ensured that teachers were able to apply all steps in the model. CONCLUSIONS: The theoretical model can offer valuable guidance in structuring clinical teaching activities and offers suggestions for the design of effective clerkships.
PURPOSE: To explore (1) whether an instructional model based on principles of cognitive apprenticeship fits with the practice of experienced clinical teachers and (2) which factors influence clinical teaching during clerkships from an environmental, teacher, and student level as perceived by the clinical teachers themselves. The model was designed to apply directly to teaching behaviors of clinical teachers and consists of three phases, advocating teaching behaviors such as modeling, creating a safe learning environment, coaching, knowledge articulation, and exploration. METHOD: A purposive sample of 17 experienced clinical teachers from five different disciplines and four different teaching hospitals took part in semistructured individual interviews. Two researchers independently performed a thematic analysis of the interview transcripts. Coding was discussed within the research team until consensus was reached. RESULTS: All participants recognized the theoretical model as a structured picture of the practice of teaching activities during both regular and senior clerkships. According to participants, modeling and creating a safe learning environment were fundamental to the learning process of both regular and senior clerkship students. Division of teaching responsibilities, longer rotations, and proactive behavior of teachers and students ensured that teachers were able to apply all steps in the model. CONCLUSIONS: The theoretical model can offer valuable guidance in structuring clinical teaching activities and offers suggestions for the design of effective clerkships.
Authors: Shalini T Reddy; Matthew H Zegarek; H Barrett Fromme; Michael S Ryan; Sarah-Anne Schumann; Ilene B Harris Journal: J Grad Med Educ Date: 2015-06
Authors: Nicole R Pinelli; Jacqueline E McLaughlin; Julia Khanova; Stephen F Eckel; Maihan B Vu; Morris Weinberger; Mary T Roth Journal: Am J Pharm Educ Date: 2018-02 Impact factor: 2.047
Authors: Travis Zack; Gurpreet Dhaliwal; Rabih Geha; Mary Margaretten; Sara Murray; Julian C Hong Journal: J Gen Intern Med Date: 2022-09-07 Impact factor: 6.473
Authors: Dana Foglesong; Amy B Spagnolo; Rita Cronise; Joanne Forbes; Peggy Swarbrick; Jonathan P Edwards; Carlos Pratt Journal: Community Ment Health J Date: 2021-06-04