Junior doctors caught in the clash: the transition from learning to working explored

Teunissen, Pim W.; Westerman, Michiel

doi:10.1111/j.1365-2923.2011.04052.x

Cited by 47 publications

(50 citation statements)

References 8 publications

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“…Students were positioned at the bottom of the power hierarchy, partly as a result of their reliance on doctors to teach them and to lead in setting the boundaries for interaction. One explanation for this might be that students may struggle to adjust to the proactive learning style required in the medical workplace . Doctors locate themselves in positions of power, constructing their identity predominantly through being busy with large numbers of patients rather than by taking responsibility for students' learning.…”

Section: Discussionmentioning

confidence: 99%

The power of questions: a discourse analysis about doctor-student interaction

Zwet

Croix²,

Jonge

et al. 2014

Med Educ

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By purposefully bringing power structures to the surface, we have addressed the complexity of learning and teaching as it occurs in day-to-day moments of interaction in a clerkship with little continuity in supervision. Both doctors and students should be supported to reflect critically on how they contribute to supervisory relationships with reference to, for example, the ways in which they ask or answer questions.

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Section: Discussionmentioning

confidence: 99%

The power of questions: a discourse analysis about doctor-student interaction

Zwet

Croix²,

Jonge

et al. 2014

Med Educ

Self Cite

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“…Teacher-centred programmes are associated with a poorer learning climate and more depressive systems and burnout [37]. The same is true for learners in the workplace [38]. Even in very potentially challenging education environments such as workplaces, inactive learners doing very repetitive learning tasks become disengaged.…”

Section: Areas Of Evidencementioning

confidence: 99%

What would happen to education if we take education evidence seriously?

Vleuten¹,

Driessen

2014

Perspect Med Educ

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Educational practice and educational research are not aligned with each other. Current educational practice heavily relies on information transmission or content delivery to learners. Yet evidence shows that delivery is only a minor part of learning. To illustrate the directions we might take to find better educational strategies, six areas of educational evidence are briefly reviewed. The flipped classroom idea is proposed to shift our expenditure and focus in education. All information delivery could be web distributed, thus creating more time for other more expensive educational strategies to support the learner. In research our focus should shift from comparing one curriculum to the other, to research that explains why things work in education and under which conditions. This may generate ideas for creative designers to develop new educational strategies. These best practices should be shared and further researched. At the same time attention should be paid to implementation and the realization that teachers learn in a way very similar to the people they teach. If we take the evidence seriously, our educational practice will look quite different to the way it does now.

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“…Transitions into and within the clinical environment are known to be difficult . Medical students and junior doctors are expected to continually adjust to new environments while learning.…”

mentioning

confidence: 99%

“…Transitions into and within the clinical environment are known to be difficult. 1,2 Medical students and junior doctors are expected to continually adjust to new environments while learning. It is assumed that when they are allocated a clinical placement, students will access learning opportunities and develop on the wards.…”

mentioning

confidence: 99%