Davis Katherine, Doole Emily, Cheek Colleen, Shires Lizzi
Rural Clinical School, School of Medicine, College of Health and Medicine, University of Tasmania, Burnie, Tasmania.
Clin Teach. 2019 Oct;16(5):474-478. doi: 10.1111/tct.12961. Epub 2018 Oct 24.
General practice placements are important in medical education, but little is known about positive student experiences.
Focus group interviews were conducted with medical students. Interview transcripts were analysed thematically and incorporated into an overarching conceptual framework.
Of the 22 eligible students, 21 students participated. Students viewed positively placements where they felt part of the team, had the opportunity to practise procedural skills, learned at a level congruent to their stage and gained experience practising independently. Students were not motivated when they did not feel valued, or where learning opportunities were inconsistent with personal learning objectives.
Self-determination theory (SDT) proposes that when people perceive that they have more control over their learning, a sense of competence in the activities and tasks required of them, and a sense of being cared for and connected with another, they will be more likely to integrate learning and behaviour change.
Strategies to support medical student learning in general practice are provided. Situated within the SDT framework, these findings may assist others to adopt the strategies most likely to enhance student motivation to learn. Students identified developing independence and decision-making with graduated supervision as a positive experience.
全科医学实习在医学教育中很重要，但对于学生的积极体验却知之甚少。
对医学生进行焦点小组访谈。对访谈记录进行主题分析，并纳入一个总体概念框架。
在22名符合条件的学生中，21名学生参与了访谈。学生对那些让他们感觉自己是团队一员、有机会练习操作技能、学习水平与所处阶段相符且能获得独立实践经验的实习评价积极。当学生感觉自己未得到重视，或者学习机会与个人学习目标不一致时，他们就缺乏积极性。
自我决定理论提出，当人们认为自己对学习有更多控制权、对所需活动和任务有胜任感、感到被关心并与他人有联系时，他们更有可能将学习与行为改变相结合。
提供了支持医学生全科医学学习的策略。基于自我决定理论框架，这些发现可能有助于其他人采用最有可能增强学生学习动力的策略。学生认为在逐步监督下培养独立性和决策能力是一种积极体验。
