Experiences from psychiatric rotation for pre-registration house officers: contributions to subjective learning

Høifødt, Tordis Sørensen; Sexton, Harold; Olstad, Reidun

doi:10.1046/j.1365-2923.2004.01796.x

Cited by 3 publications

(7 citation statements)

References 16 publications

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“…Sorensen et al, however, did not find supervision to load on patient mix volume or on (subjective) learning benefit (Sorensen et al 2004), while in the model of Van der Zwet et al (2010), supervision loaded on both patient mix and instructional quality. In the study by Dolmans et al (2002), a relationship was found between supervision and the effectiveness of a rotation.…”

Section: Clinical Assessmentsmentioning

confidence: 89%

“…Four studies reported outcome only at student reaction (Kirkpatrick level 1) (Dolmans et al 2002;O'Hara et al 2002;Saywell et al 2002;van der Zwet et al 2010), whereas 10 studies measured knowledge and/or skills (Kirkpatrick 2) (Gruppen et al 1993;Schwiebert et al 1993;McLeod et al 1997;Jacobson et al 1998;Greenberg & Getson 1999;Boots et al 2008;Lampe et al 2008;Nomura et al 2008;Duke et al 2011;Yu et al 2011). Less than half of the studies (n ¼ 8) measured outcomes up to the behavioural level (Kirkpatrick 3) (Chatenay et al 1996;Jolly et al 1996;McManus et al 1998;Ahmed & Hughes 1999;Martin et al 2000;Sorensen et al 2004;Wimmers et al 2006a;Fung et al 2007). None of the included studies explicitly measured patient or healthcare outcome (Kirkpatrick 4).…”

Section: Methodological Quality Of Studiesmentioning

confidence: 99%

“…By contrast, one study found no difference in confidence between residents in a traditional inpatient rotation and a new one in which experience in ambulatory settings was introduced (Duke et al 2011). Patient mix was also found to correlate with self-reported outcomes evaluating the quality of the learning period, such as self-reported learning benefit, experienced effectiveness of the rotation, or the instructional quality (McLeod et al 1997;Jacobson et al 1998;Dolmans et al 2002;Sorensen et al 2004;van der Zwet et al 2010).…”

Section: Outcomes Based On Self-reportingmentioning

confidence: 96%

“…In six studies, the mutual dependence of factors related to learning was addressed in a path analysis or structural equation modelling (Jolly et al 1996;Martin et al 2000;Dolmans et al 2002;Sorensen et al 2004;Wimmers et al 2006a;van der Zwet et al 2010; Table 2). Eight studies compared the patient mix of training sites and their contribution to learning.…”

Section: Types Of Studiesmentioning

confidence: 99%

“…Self-reported outcomes are used in 10 studies, in 5 of these the self-estimated competence was measured as self-confidence (Boots et al 2008;Nomura et al 2008;Duke et al 2011) or comfort level (O'Hara et al 2002Saywell et al 2002). In the five other studies, the quality of the learning experience or the educational profit of the experience at issue is asked for; such as the effectiveness, the learning benefit, or instructional quality of the rotation (McLeod et al 1997;Jacobson et al 1998;Dolmans et al 2002;Sorensen et al 2004;van der Zwet et al 2010). Formal assessments were more diverse.…”

Section: Operationalisation Of Learningmentioning

confidence: 99%

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A systematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24

et al. 2013

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Background: Clinical workplace-based learning has been the means to becoming a medical professional for many years. The importance of an adequate patient mix, as defined by the number of patients and the types of medical problems, for an optimal learning process is based on educational theory and recognised by national and international accreditation standards. The relationship between patient mix and learning in work-based curricula as yet remains unclear. Aim: To review research addressing the relationship between patient mix and learning in work-based clinical settings. Method: The search was conducted across Medline, Embase, Web of Science, ERIC and the Cochrane Library from the start date of the database to July 2011. Original quantitative studies on the relationship between patient mix and learning for learners at any level of the formal medical training/career were included. Methodological quality was assessed and two reviewers using prespecified forms extracted results. Results: A total of 10,420 studies were screened on title and abstract. Of these, 298 articles were included for full-text analysis, which resulted in the inclusion of 22 papers. The quality of the included studies, scored with the Medical Education Research Study Quality Instrument (MERSQI), ranged from 8.0 to 14.5 (of 18 points). A positive relationship was found between patient mix and self-reported outcomes evaluating the progress in competence as experienced by the trainee, such as self-confidence and comfort level. Patient mix was also found to correlate positively with self-reported outcomes evaluating the quality of the learning period, such as self-reported learning benefit, experienced effectiveness of the rotation, or the instructional quality. Variables, such as supervision and learning style, might mediate this relationship. A relationship between patient mix and formal assessment has never been demonstrated. Conclusion: Patient mix is positively related to self-reported learning outcome, most evidently the experienced quality of the learning programme.

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Section: Clinical Assessmentsmentioning

confidence: 89%

Section: Methodological Quality Of Studiesmentioning

confidence: 99%

Section: Outcomes Based On Self-reportingmentioning

confidence: 96%

Section: Types Of Studiesmentioning

confidence: 99%

Section: Operationalisation Of Learningmentioning

confidence: 99%

See 3 more Smart Citations

A systematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24

et al. 2013

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A qualitative study of the learning processes in young physicians treating suicidal patients: from insecurity to personal pattern knowledge and self-confidence

2007

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BackgroundLittle empirical work has been done in studying learning processes among newly educated physicians in the mental health field.The aim of the study was to shed light on the meaning of newly educated physicians' lived experiences of learning processes related to treating suicidal patients.MethodsThirteen newly educated physicians narrated their learning experiences while treating suicidal patients in their own practice. The interview texts were transcribed and interpreted using a phenomenological-hermeneutical method inspired by Ricoeur's philosophy.ResultsThere was one main theme, four themes and eleven sub themes. The main theme was: Being in a transitional learning process. The themes and sub themes were: Preparing for practice (Getting tools and training skills, Becoming aware of one's own attitudes); Gaining experience from treating patients (Treating and following up patients over time, Storing memories and recognizing similarities and differences in patients); Participating in the professional community (Being an apprentice, Relating clinical stories and receiving feedback, Sharing emotions from clinical experiences, Receiving support from peers); and Developing personal competence (Having unarticulated awareness, Having emotional knowledge, Achieving self-confidence). The informants gave a detailed account of the learning process; from recognising similarities and differences in patients they have treated, to accumulating pattern knowledge, which then contributed to their personal feelings of competence and confidence. They described their personal competence with cognitive and emotional elements consisting of both articulated and less articulated knowledge. The findings are interpreted in relation to different learning theories that focus on both individual factors and the interaction with the learning environment.ConclusionThis study provides additional information about learning experiences of young physicians during the critical transition phase from medical school to early professional life. Peers are used for both learning and support and might represent a more powerful resource in the learning process than previously recognized. Emotional experiences do not seem to be adequately focused upon in supervision, which obviously has relevance both for learning and for the well-being of young professionals. The study indicates some areas of the educational system that could profitably be expanded including stimulating more systematically to critical reflection on and in practice, attention to feelings in the reflective process and provision of more performance feedback to young physicians.

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Medical students’ experience and perceptions of their final rotation in psychiatry

et al. 2015

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Experiences from psychiatric rotation for pre-registration house officers: contributions to subjective learning

Cited by 3 publications

References 16 publications

A systematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24

A systematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24

A qualitative study of the learning processes in young physicians treating suicidal patients: from insecurity to personal pattern knowledge and self-confidence

Medical students’ experience and perceptions of their final rotation in psychiatry

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