| 1. |
- Dyar, Anna, et al.
(författare)
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The learning environment on a student ward : an observational study
- 2019
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Ingår i: Perspectives on medical education. - : Bohn Stafleu van Loghum. - 2212-2761 .- 2212-277X. ; 8:5, s. 276-283
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Tidskriftsartikel (refereegranskat)abstract
- INTRODUCTION: Worldwide, a growing number of healthcare students require clinical environments for learning. Some wards have become adapted 'student wards' to meet this demand. Benefits have been reported from the students', supervisors' and patients' perspectives. There is no definition of a student ward, and little research on what the term means. A deeper understanding of the characteristics of student wards is needed to support their use. The aim of this study is to describe what characterises the learning environment on one student ward.METHODS: An ethnographic approach was used for an observational study on a student ward in a hospital in Sweden. Student nurses, supervisors and others on the ward were observed. Field notes were thematically analysed.RESULTS: Four themes were identified: 'Student-led learning' described students learning by actively performing clinical tasks and taking responsibility for patients and for their own learning. 'Learning together' described peer learning and supervision. 'Staff's approach to learning' described personalised relationships between the students and staff and the build-up of trust, the unified inter-professional approach to teaching, and the supervisors' motivation for teaching and for their own learning. 'Student-dedicated space' described the effect of the student room on the learning environment.DISCUSSION AND CONCLUSIONS: This study describes the characteristics of a student ward that centred around a community of practice that shared a view of learning as a priority, allowing staff to provide clinical care without compromising students' learning. This qualitative study at a single centre lays the groundwork for future research into other student wards.
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| 2. |
- Dyar, Anna, et al.
(författare)
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What about the supervisor? Clinical supervisors' role in student nurses' peer learning : a phenomenographic study
- 2021
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Ingår i: Medical Education. - : John Wiley & Sons. - 0308-0110 .- 1365-2923. ; 55:6, s. 713-723
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Tidskriftsartikel (refereegranskat)abstract
- INTRODUCTION: Peer learning is increasingly used for healthcare students in the clinical setting. However, as peer learning between students involves students taking a teaching role, it is unclear what the supervisor's role then becomes. It is vital to determine the role of the supervisor in student peer learning to ensure high quality learning and patient safety.METHODS: Semi-structured interviews were performed with 15 student nurse supervisors (nurses and assistant nurses) from two hospital wards that practice peer learning to investigate the different ways clinical supervisors view their role in students' peer learning. Transcribed data were coded and analysed using a phenomenographic approach.RESULTS: Four hierarchical levels of the supervisor's understanding of their role in students' peer learning were identified: the teacher; the facilitator; the stimulator; and the team player. These categories represent an increasingly inclusive view of which people present on the ward play a role in enabling effective peer learning.CONCLUSIONS: The various understandings of supervisor roles have implications for how supervision of peer learning could be implemented in the future.
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| 3. |
- Kalén, Susanne, et al.
(författare)
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Medical students' experiences of their own professional development during three clinical terms : a prospective follow-up study.
- 2017
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 17:1
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: A modern competency-based medical education is well implemented globally, but less is known about how the included learning activities contribute to medical students' professional development. The aim of this study was to explore Swedish medical students' perceptions of the offered learning activities and their experiences of how these activities were connected to their professional development as defined by the CanMEDS framework.METHODS: A prospective mixed method questionnaire study during three terms (internal medicine, scientific project, and surgery) in which data were collected by using contextual activity sampling system, i.e., the students were sent a questionnaire via their mobile phones every third week. All 136 medical students in the 6th of 11 terms in the autumn of 2012 were invited to participate. Seventy-four students (54%) filled in all of the required questionnaires (4 per term) for inclusion, the total number of questionnaires being 1335. The questionnaires focused on the students' experiences of learning activities, especially in relation to the CanMEDS Roles, collaboration with others and emotions (positive, negative, optimal experiences, i.e., "flow") related to the studies. The quantitative data was analysed statistically and, for the open-ended questions, manifest inductive content analysis was used.RESULTS: Three of the CanMEDs Roles, Medical Expert, Scholar, and Communicator, were most frequently reported while the four others, e.g., the role Health Advocate, were less common. Collaboration with students from other professions was most usual during the 8th term. Positive emotions and experience of "flow" were most often reported during clinical learning activities while the scientific project term was connected with more negative emotions.CONCLUSIONS: Our results showed that it is possible, even during clinical courses, to visualise the different areas of professional competence defined in the curriculum and connect these competences to the actual learning activities. Students halfway through their medical education considered the most important learning activities for their professional development to be connected with the Roles of Medical Expert, Scholar, and Communicator. Given that each of the CanMEDS Roles is at least moderately important during undergraduate medical education, the entire spectrum of the Roles should be emphasised and developed during the clinical years.
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| 4. |
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| 5. |
- Lachmann, Hanna, et al.
(författare)
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Promoting reflection by using contextual activity sampling : a study on students' interprofessional learning
- 2014
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Ingår i: Journal of Interprofessional Care. - : Informa UK Limited. - 1356-1820 .- 1469-9567. ; 28:5, s. 400-406
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Tidskriftsartikel (refereegranskat)abstract
- Abstract Students' engagement and reflection on learning activities are important during interprofessional clinical practice. The contextual activity sampling system (CASS) is a methodology designed for collecting data on experiences of ongoing activities by frequent distribution of questionnaires via mobile phones. The aim of this study was to investigate if the use of the CASS methodology affected students' experiences of their learning activities, readiness for interprofessional learning, academic emotions and experiences of interprofessional team collaboration. Student teams, consisting of 33 students in total from four different healthcare programs, were randomized into an intervention group that used CASS or into a control group that did not use CASS. Both quantitative (questionnaires) and qualitative (interviews) data were collected. The results showed that students in the intervention group rated teamwork and collaboration significantly higher after than before the course, which was not the case in the control group. On the other hand, the control group reported experiencing more stress than the intervention group. The qualitative data showed that CASS seemed to support reflection and also have a positive impact on students' experiences of ongoing learning activities and interprofessional collaboration. In conclusion, the CASS methodology provides support for students in their understanding of interprofessional teamwork.
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| 6. |
- Muukkonen, H., et al.
(författare)
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Research on knowledge practices with the contextual activity sampling system
- 2009
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Ingår i: CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning. - : International Society of the Learning Sciences. - 9781409285984 ; , s. 385-394
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Konferensbidrag (refereegranskat)abstract
- The Contextual Activity Sampling System (CASS) research methodology and the CASS-Query application have been developed for contextually tracking of activities with a mobile phone. The method relies on frequent sampling of participants' practices and affects during periods of intensive follow-up. Two research designs provide an account of the methodological development work and the possibilities offered by CASS. The first study followed five student-groups longitudinally to examine evolution of academic knowledge practices. The findings from the second year data-collection show that trialogical practices were considered challenging, but often generated optimal-flow experiences. The second study investigated interprofessional work during a clinical course. Based on this pilot study, it was concluded that the data collected about activities and experiences over time extend the understanding of students' practices beyond what can be acquired by post-course questionnaires and can help in development of the design of interprofessional education in medicine and healthcare.
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| 7. |
- Olsson, Caroline, et al.
(författare)
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Personality and learning styles in relation to attitudes towards interprofessional education : a cross-sectional study on undergraduate medical students during their clinical courses
- 2020
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Ingår i: BMC Medical Education. - : BioMed Central. - 1472-6920. ; 20:1
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Interprofessional Education (IPE) is now included in curricula in universities worldwide. It is known that there are differences in attitudes towards IPE among students, but less is known regarding how students' personalities and learnings styles correspond with those attitudes. The aim of this study was to investigate whether personality traits and learning styles have any impact on medical students' attitudes towards IPE.METHODS: Seventy nine medical students in their 9th term (63% females, mean age 29 years) were questioned regarding their attitudes towards IPE according to the Interdisciplinary Education Perception Scale questionnaire, the Kolb's learning style and Big Five Inventory questionnaires. For all three instruments we used the Swedish translated versions.RESULTS: When investigated with a logistic regression, adjusting for age and gender, there were no significant associations between Big Five inventory, Kolb's learning style and IEPS, except for the Reflective-Pragmatic learning style that was moderately associated with a higher IEPS score.CONCLUSION: There was no clear correlation between personality, learning style and attitude towards IPE as measured by the IEPS among medical students in our study population. Further investigations would benefit from a combination of qualitative and quantitative design.
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