Goldie John, Dowie Al, Goldie Anne, Cotton Phil, Morrison Jill
Glasgow University Medical School, Glasgow, Scotland, UK.
Academic Unit of General Practice and Primary Care, University of Glasgow, 1 Horselethill Road, Glasgow, G12 9LX, Scotland, UK.
BMC Med Educ. 2015 Mar 10;15:40. doi: 10.1186/s12909-015-0314-5.
What makes a good clinical student is an area that has received little coverage in the literature and much of the available literature is based on essays and surveys. It is particularly relevant as recent curricular innovations have resulted in greater student autonomy. We also wished to look in depth at what makes a good clinical teacher.
A qualitative approach using individual interviews with educational supervisors and focus groups with senior clinical students was used. Data was analysed using a "framework" technique.
Good clinical students were viewed as enthusiastic and motivated. They were considered to be proactive and were noted to be visible in the wards. They are confident, knowledgeable, able to prioritise information, flexible and competent in basic clinical skills by the time of graduation. They are fluent in medical terminology while retaining the ability to communicate effectively and are genuine when interacting with patients. They do not let exam pressure interfere with their performance during their attachments. Good clinical teachers are effective role models. The importance of teachers' non-cognitive characteristics such as inter-personal skills and relationship building was particularly emphasised. To be effective, teachers need to take into account individual differences among students, and the communicative nature of the learning process through which students learn and develop. Good teachers were noted to promote student participation in ward communities of practice. Other members of clinical communities of practice can be effective teachers, mentors and role models.
Good clinical students are proactive in their learning; an important quality where students are expected to be active in managing their own learning. Good clinical students share similar characteristics with good clinical teachers. A teacher's enthusiasm and non-cognitive abilities are as important as their cognitive abilities. Student learning in clinical settings is a collective responsibility. Our findings could be used in tutor training and for formative assessment of both clinical students and teachers. This may promote early recognition and intervention when problems arise.
成为一名优秀临床医学生的因素在文献中鲜有涉及，现有文献大多基于论文和调查。鉴于近期课程创新使学生自主性增强，这一问题尤为重要。我们还希望深入探究成为一名优秀临床教师的因素。
采用质性研究方法，对教育督导进行个人访谈，并与高年级临床医学生进行焦点小组讨论。数据采用“框架”技术进行分析。
优秀临床医学生被视为热情且有动力。他们被认为积极主动，在病房中表现突出。毕业时，他们自信、知识渊博、能够对信息进行优先级排序、灵活且具备扎实的临床基本技能。他们能熟练运用医学术语，同时保持有效沟通的能力，与患者互动时真诚待人。他们不会让考试压力影响实习期间的表现。优秀临床教师是有效的榜样。尤其强调了教师的非认知特征，如人际交往能力和建立关系的能力的重要性。为了有效教学，教师需要考虑学生之间的个体差异，以及学生学习和发展所经历的学习过程的交流性质。优秀教师能促进学生参与病房实践社区。临床实践社区的其他成员也可以成为有效的教师、导师和榜样。
优秀临床医学生在学习中积极主动；在期望学生积极自主管理自身学习的情况下，这是一项重要品质。优秀临床医学生与优秀临床教师具有相似的特征。教师的热情和非认知能力与他们的认知能力同样重要。临床环境中的学生学习是一项集体责任。我们的研究结果可用于导师培训以及对临床医学生和教师的形成性评估。这可能有助于在问题出现时尽早识别并进行干预。
