| Early clinical experience: do students learn what we expect? | |
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MedLine Citation:
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PMID: 21649706 Owner: NLM Status: In-Data-Review |
Abstract/OtherAbstract:
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Medical Education 2011: 45: 731-740 Context Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes. Learning in medical practice includes a socialisation process in which some learning outcomes may be valued, but others neglected or discouraged. Objectives This study describes students' learning goals (prior to a Year 1 nursing attachment) and learning outcomes (after the attachment) in relation to institutional educational goals, and evaluates associations between learning outcomes, student characteristics and place of attachment. Methods A questionnaire containing open-ended questions about learning goals and learning outcomes was administered to all Year 1 medical students (n = 347) before and directly after a 4-week nursing attachment in either a hospital or a nursing home. Two confirmatory focus group interviews were conducted and data were analysed using qualitative and quantitative content analyses. Results Students' learning goals corresponded with educational goals with a main emphasis on communication and empathy. Other learning goals included gaining insight into the organisation of health care and learning to deal with emotions. Self-reported learning outcomes were the same, but students additionally mentioned reflection on professional behaviour and their own future development. Women and younger students mentioned communication and empathy more often than men and older students. Individual learning goals, with the exception of communicating and empathising with patients, did not predict learning outcomes. Conclusions Students' learning goals closely match educational goals, which are adequately met in early nursing attachments in both hospitals and nursing homes. Learning to deal with emotions was under-represented as a learning goal and learning outcome, which may indicate that emotional aspects of medical students' professional development are neglected in the first year of medical education. |
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Authors:
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Esther Helmich; Sanneke Bolhuis; Roland Laan; Raymond Koopmans |
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Publication Detail:
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Type: Journal Article |
Journal Detail:
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Title: Medical education Volume: 45 ISSN: 1365-2923 ISO Abbreviation: Med Educ Publication Date: 2011 Jul |
Date Detail:
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Created Date: 2011-06-08 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 7605655 Medline TA: Med Educ Country: England |
Other Details:
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Languages: eng Pagination: 731-40 Citation Subset: IM |
Copyright Information:
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© Blackwell Publishing Ltd 2011. |
Affiliation:
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Department of Primary and Community Care, Radboud University Nijmegen Medical Centre, Nijmegen, the Netherlands Department for Evaluation, Quality and Development of Medical Education, Radboud University Nijmegen Medical Centre, Nijmegen, the Netherlands. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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