Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
Primary Health Care Unit, Institute of Medicine, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden.
Perspect Med Educ. 2018 Aug;7(4):272-275. doi: 10.1007/s40037-018-0441-x.
The clinical environment has been increasingly acknowledged as an important setting for learning within healthcare professional education. In particular, researchers have highlighted the need to advance the knowledge on the social nature of learning in the workplace setting. The aim of the thesis was to explore workplace learning among undergraduate medical and nursing students.
The thesis adopted a socio-cultural perspective on learning and employed a qualitative approach embedded in an interpretative tradition of inquiry. Four consecutive studies were included in the thesis, the first one designed according to qualitative description whereas the other three had an ethnographic approach. Data were collected through individual interviews and field observations. Content analysis and thematic analysis were employed.
For the medical students, workplace learning entailed access to a variety of activities in the role of a marginal member of the healthcare team. Medical students demonstrated an adaptive approach to workplace learning. For the nursing students, workplace learning involved being entrusted to hold responsibility for patient care and the need to negotiate their basic values with those of the workplaces. Nursing students showed a hesitant approach to workplace learning.
Workplace learning was built upon varying theoretical perspectives of learning in the medical and nursing contexts respectively. The main message in the thesis argued for an upgrading of students as a powerful and active stakeholder in workplace learning, so as not to view students as passive consumers of clinical education.
临床环境已越来越被视为医疗专业教育中学习的重要场所。特别是,研究人员强调需要深入了解工作场所环境下学习的社会性。本文的目的是探讨医学生和护生的工作场所学习。
本文采用了社会文化视角下的学习观,并采用了扎根于解释性探究传统的定性方法。本文包含了四项连续研究,第一项研究采用了定性描述设计,而其他三项则采用了民族志方法。通过个人访谈和实地观察收集数据。采用了内容分析和主题分析。
对于医学生来说,工作场所学习涉及到作为医疗团队的边缘成员参与各种活动。医学生表现出一种适应工作场所学习的方法。对于护生来说,工作场所学习涉及到被委托负责患者护理,并需要与工作场所的价值观进行协商。护生对工作场所学习表现出犹豫的态度。
工作场所学习分别建立在医学和护理背景下不同的学习理论观点之上。本文的主要观点是主张将学生提升为工作场所学习的有力和积极的利益相关者,而不是将学生视为临床教育的被动消费者。