Balancing acting and adapting: a qualitative study of medical students’ experiences of early clinical placement
Abstract Background Clinical learning experience is an important part of medical education. In the clinical learning environment, students are exposed to various aspects of medical care and may train their skills under supervision. Supervision, in which students’ learning needs and the outcomes of p...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-09-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-022-03714-y |
| _version_ | 1811274813861265408 |
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| author | Malin Sellberg Per J. Palmgren Riitta Möller |
| author_facet | Malin Sellberg Per J. Palmgren Riitta Möller |
| author_sort | Malin Sellberg |
| collection | DOAJ |
| description | Abstract Background Clinical learning experience is an important part of medical education. In the clinical learning environment, students are exposed to various aspects of medical care and may train their skills under supervision. Supervision, in which students’ learning needs and the outcomes of placements are met, is essential. The aim of this study was to explore medical students’ experiences of the early stages of clinical training. Methods In 2021, 18 individual semi-structured interviews were conducted with medical students after their first clinical placements in semester 5. The interviews were transcribed verbatim and analyzed using qualitative content analysis according to Graneim and Lundman. Results The findings resulted in an overall theme: balancing acting and adapting. Three categories described that the clinical learning environment was a big leap from campus, that personal relationships influenced learning, and that the organization of clinical placements was suboptimal. The students were encouraged to push themselves forward to practice clinical skills. This, however, did not suit all the students; the cautious ones risked becoming passive spectators. The intended learning outcomes were not frequently used; rather, the supervisors asked the students what they had learned, or the students focused on what seemed to be important on the ward. The students tried to adapt to their supervisors’ working situation and not to be a burden to them. Conclusions Our findings show that the transition from learning on campus was sometimes abrupt, as the students had to switch to a more active learning role. Ad hoc solutions in supervision occurred, which contributed to the experience that educational responsibilities were downgraded and the opportunities for clinical training varied. Rather than trying to change the circumstances, the students opted to adapt to the busy clinical learning environment. |
| first_indexed | 2024-04-12T23:26:07Z |
| format | Article |
| id | doaj.art-6e2f296b7dcc4fb7a9ccc52e8a3f9bf3 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-12T23:26:07Z |
| publishDate | 2022-09-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-6e2f296b7dcc4fb7a9ccc52e8a3f9bf32022-12-22T03:12:24ZengBMCBMC Medical Education1472-69202022-09-0122111110.1186/s12909-022-03714-yBalancing acting and adapting: a qualitative study of medical students’ experiences of early clinical placementMalin Sellberg0Per J. Palmgren1Riitta Möller2Department of Clinical Science, Intervention and Technology, Karolinska InstitutetDepartment of Learning, Informatics, Management and Ethics, Karolinska InstitutetDepartment of Clinical Science, Intervention and Technology, Karolinska InstitutetAbstract Background Clinical learning experience is an important part of medical education. In the clinical learning environment, students are exposed to various aspects of medical care and may train their skills under supervision. Supervision, in which students’ learning needs and the outcomes of placements are met, is essential. The aim of this study was to explore medical students’ experiences of the early stages of clinical training. Methods In 2021, 18 individual semi-structured interviews were conducted with medical students after their first clinical placements in semester 5. The interviews were transcribed verbatim and analyzed using qualitative content analysis according to Graneim and Lundman. Results The findings resulted in an overall theme: balancing acting and adapting. Three categories described that the clinical learning environment was a big leap from campus, that personal relationships influenced learning, and that the organization of clinical placements was suboptimal. The students were encouraged to push themselves forward to practice clinical skills. This, however, did not suit all the students; the cautious ones risked becoming passive spectators. The intended learning outcomes were not frequently used; rather, the supervisors asked the students what they had learned, or the students focused on what seemed to be important on the ward. The students tried to adapt to their supervisors’ working situation and not to be a burden to them. Conclusions Our findings show that the transition from learning on campus was sometimes abrupt, as the students had to switch to a more active learning role. Ad hoc solutions in supervision occurred, which contributed to the experience that educational responsibilities were downgraded and the opportunities for clinical training varied. Rather than trying to change the circumstances, the students opted to adapt to the busy clinical learning environment.https://doi.org/10.1186/s12909-022-03714-yMedical studentUndergraduate educationSupervisionIntended learning outcomes |
| spellingShingle | Malin Sellberg Per J. Palmgren Riitta Möller Balancing acting and adapting: a qualitative study of medical students’ experiences of early clinical placement BMC Medical Education Medical student Undergraduate education Supervision Intended learning outcomes |
| title | Balancing acting and adapting: a qualitative study of medical students’ experiences of early clinical placement |
| title_full | Balancing acting and adapting: a qualitative study of medical students’ experiences of early clinical placement |
| title_fullStr | Balancing acting and adapting: a qualitative study of medical students’ experiences of early clinical placement |
| title_full_unstemmed | Balancing acting and adapting: a qualitative study of medical students’ experiences of early clinical placement |
| title_short | Balancing acting and adapting: a qualitative study of medical students’ experiences of early clinical placement |
| title_sort | balancing acting and adapting a qualitative study of medical students experiences of early clinical placement |
| topic | Medical student Undergraduate education Supervision Intended learning outcomes |
| url | https://doi.org/10.1186/s12909-022-03714-y |
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