‘You are not alone.’ An exploratory study on open-topic, guided collaborative reflection sessions during the General Practice placement

BMC Medical Education

Research

Sven P.C. Schaepkens¹  Pieter C. Barnhoorn²  Anneke W.M. Kramer²  Chris W. Walinga²  Geurt T.J.M. Essers³ 

[1] Department of General Practice, Erasmus University Medical Centre, PO Box 2040, 3000 CA, Rotterdam, The Netherlands;Department of Public Health and Primary Care, Leiden University Medical Centre, PO Box 9600, 2300 RC, Leiden, The Netherlands;Independent Researcher, Utrecht, The Netherlands;

关键词: Collaborative reflection;    Clinical placements;    Professional development;    Medical education research;    Undergraduate medical education;   

DOI  :  10.1186/s12909-023-04756-6

 received in 2023-05-26, accepted in 2023-10-09,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundTo support professional development of medical students faced with challenges of the clinical phase, collaborative reflection sessions (CRSs) are used to share and reflect on workplace experiences. Facilitation of CRSs seems essential to optimise learning and to provide important skills for lifelong learning as a professional. However, little is known about which workplace experiences students share in CRSs without advance guidance on specific topics, and how reflecting on these experiences contributes to students’ professional development. Therefore, we explored which workplace experiences students shared, what they learned from reflection on these experiences, and how they perceived the value of CRSs.MethodsWe conducted an exploratory study among medical students (N = 99) during their General Practice placement. Students were invited to openly share workplace experiences, without pre-imposed instruction. A thematic analysis was performed on shared experiences and student learning gains. Students’ perceptions of CRSs were analysed using descriptive statistics.ResultsAll 99 students volunteered to fill out the questionnaire. We found four themes relating to students’ shared experiences: interactions with patients, complex patient care, diagnostic or therapeutic considerations, and dealing with collegial issues. Regarding students’ learning gains, we found 6 themes: learning from others or learning from sharing with others, learning about learning, communication skills, self-regulation, determination of position within the healthcare team, and importance of good documentation. Students indicated that they learned from reflection on their own and peer’s workplace experiences. Students valued the CRSs as a safe environment in which to share workplace experiences and helpful for their professional development.ConclusionsIn the challenging General Practice placement, open-topic, guided CRSs provide a helpful and valued learning environment relevant to professional development and offer opportunities for vicarious learning among peers. CRSs may also be a valuable tool to incorporate into other placements.

【 授权许可】

CC BY   
© BioMed Central Ltd., part of Springer Nature 2023

【 图 表 】

Fig. 2