Finding your feet: student participation during initiation of international clinical placements

Perspectives on Medical Education

article

Wijbenga, Miriam H.¹  Duvivier, Robbert J.²  Sheehan, Dale C.⁵  Ramaekers, Stephan P. J.¹  Teunissen, Pim W.³  Driessen, Erik W.³ 

[1] European School of Physiotherapy/Center of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences;Parnassia Psychiatric Institute;School of Health Professions Education (SHE), Faculty of Health, Medicine and Life sciences, Maastricht University;School of Medicine and Public Health, University of Newcastle;College of Education, Health and Human Development, University of Canterbury;Department of Obstetrics & Gynaecology, Amsterdam University Medical Centres

关键词: Initiation;    International placements;    Student participation;    Clinical workplace;   

DOI  :  10.1007/s40037-020-00561-9

学科分类：医学（综合）

来源: Bohn Stafleu van Loghum B.V.

【 摘 要 】

Introduction International placements challenge students to find the right level of participation, as local practices, language and time pressure may affect their engagement in patient-related tasks or team activities. This study sought to unpack the initiation process during international clinical placements with the ultimate aim to achieve active student participation. Methods Following a constructivist grounded theory approach, we conducted two individual interviews with 15 undergraduate healthcare students (before departure and whilst on placement). To identify emerging themes, we applied an iterative process of data collection and constant comparative analysis. Several team discussions informed further analysis, allowing us to reach a more conceptual level of theory. Results From our findings we constructed a four-phase model of healthcare students’ initiation of international clinical placements, which brings into focus how the phases of ‘orientation’, ‘adjustment’ and ‘contribution to patient care’ build up towards a ‘sense of belonging’. We identified several factors that induced active student participation in practice, such as a favourable workplace setting, opportunities for learning and a local support network. Discussion Active student participation is aimed at different goals, depending on the four phases of initiation that eventually lead to a sense of belonging and support workplace learning.

【 授权许可】

CC BY