TY - JOUR
T1 - Clarifying learning experiences in student-run clinics: A qualitative study 13 Education 1303 Specialist Studies in Education 13 Education 1302 Curriculum and Pedagogy
AU - Schutte, Tim
AU - Tichelaar, Jelle
AU - Donker, Erik
AU - Richir, Milan C.
AU - Westerman, Michiel
AU - van Agtmael, Michiel A.
PY - 2018
Y1 - 2018
N2 - Background: Student-run clinics (SRCs) are outpatient clinics run and organized by undergraduate medical students. While these clinics offer participating students multiple learning opportunities, little is known about how participation in an SRC contributes to learning and how this learning is influenced. Methods: In this qualitative clarification study, we conducted semi-structured interviews with a purposive sample of 20 students and student-coordinators participating in our learner-centred SRC (LC-SRC), to gain in-depth insight into their experiences and learning. These interviews were analysed using Glaser's approach to grounded theory. Results: Analysis revealed that responsibility, authenticity, and collaboration described how SRC participation contribute to learning. Responsibility encompassed the responsibility students had for their patients and the responsibility that the student coordinators had for the students. Authenticity reflected the context and tasks in the LC-SRC. Collaboration covered collaboration with other students, with student coordinators, and with clinical supervisors. These three themes are interrelated, and together enhanced motivation and promoted patient-centred learning in both the LC-SRC and the regular curriculum. Conclusions: Learning in an LC-SRC is highly dependent on students' feelings of responsibility for real authentic tasks and is stimulated by extensive collaboration with fellow students and supervising doctors.
AB - Background: Student-run clinics (SRCs) are outpatient clinics run and organized by undergraduate medical students. While these clinics offer participating students multiple learning opportunities, little is known about how participation in an SRC contributes to learning and how this learning is influenced. Methods: In this qualitative clarification study, we conducted semi-structured interviews with a purposive sample of 20 students and student-coordinators participating in our learner-centred SRC (LC-SRC), to gain in-depth insight into their experiences and learning. These interviews were analysed using Glaser's approach to grounded theory. Results: Analysis revealed that responsibility, authenticity, and collaboration described how SRC participation contribute to learning. Responsibility encompassed the responsibility students had for their patients and the responsibility that the student coordinators had for the students. Authenticity reflected the context and tasks in the LC-SRC. Collaboration covered collaboration with other students, with student coordinators, and with clinical supervisors. These three themes are interrelated, and together enhanced motivation and promoted patient-centred learning in both the LC-SRC and the regular curriculum. Conclusions: Learning in an LC-SRC is highly dependent on students' feelings of responsibility for real authentic tasks and is stimulated by extensive collaboration with fellow students and supervising doctors.
KW - Adult
KW - Attitude of Health Personnel
KW - Clinical Competence/standards
KW - Education, Medical, Undergraduate/methods
KW - Evidence-Based Practice
KW - Female
KW - Grounded Theory
KW - Humans
KW - Male
KW - Problem-Based Learning
KW - Qualitative Research
KW - Students, Medical
KW - Young Adult
UR - https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85055615088&origin=inward
UR - https://www.ncbi.nlm.nih.gov/pubmed/30367661
U2 - https://doi.org/10.1186/s12909-018-1352-6
DO - https://doi.org/10.1186/s12909-018-1352-6
M3 - Article
C2 - 30367661
SN - 1472-6920
VL - 18
SP - 244
JO - BMC Medical Education
JF - BMC Medical Education
IS - 1
M1 - 244
ER -