Bradner Melissa K, Flores Sharon Kaufer, Gary Judy S, Zumbrunn Sharon
Virginia Commonwealth University.
Fam Med. 2017 Sep;49(8):630-634.
There is substantial research on the effectiveness of ambulatory medical preceptors' teaching skills, but less is known about the student perspective on what contributes most to effective learning in a busy clinical practice.
As part of a formative midpoint assessment during the third-year clerkship in family medicine, students were asked to respond to the following open-ended reflective prompt: "My preceptor contributed to my learning by..." A qualitative assessment of student responses was conducted to identify themes describing effective learning in the ambulatory setting. Responses for all clerkship students from the years 2012-2014 were examined (N=314).
The most common characteristic of effective learning identified by respondents was Autonomy in Practice. Other prominent themes included Stimulating Critical Thinking and Feedback.
Understanding student perceptions of the critical components of learning in ambulatory settings will allow medical educators to design meaningful student learning experiences and coach community teachers on effective teaching practices.
关于门诊医学带教老师教学技能的有效性已有大量研究，但对于学生而言，在繁忙的临床实践中，何种因素对有效学习贡献最大却知之甚少。
作为家庭医学三年级实习中期形成性评估的一部分，学生被要求回答以下开放式反思问题：“我的带教老师通过……促进了我的学习”。对学生的回答进行定性评估，以确定描述门诊环境中有效学习的主题。对2012 - 2014年所有实习学生的回答进行了审查（N = 314）。
受访者确定的有效学习的最常见特征是实践中的自主性。其他突出主题包括激发批判性思维和反馈。
了解学生对门诊环境中学习关键组成部分的看法，将使医学教育工作者能够设计有意义的学生学习体验，并指导社区教师采用有效的教学方法。
