Learning in a chaotic environment

Abstract

PurposeThe purpose of this study is to understand how, when, and why emergency medicine residents learn while working in the chaotic environment of a hospital emergency room.Design/methodology/approachThis research used a qualitative interview methodology with thematic data analysis that was verified with the entire population of learners.FindingsAnalysis of the data revealed four different types of learning episodes, each with facilitating factors. The episodes varied in intensity, duration, and the degree of motivation and self‐direction required of the learner. One episode could prompt another. Learning occurred both individually and in social interaction in the workplace during the episode, as well as outside of the workplace environment after the experience had occurred.Research limitation/implicationsRecommendations for individuals to maximize their learning related to this chaotic work environment are identified, along with associated implications for their trainers. These suggestions advocate for current apprenticeship approaches to training to include a developmental perspective, providing effective feedback and supporting learner self‐assessment and reflection.Originality/valueThis paper makes an original contribution to the literature by describing the process of learning by emergency medicine residents in the chaotic work setting of an emergency department. The paper also expands understanding of the types of learning episodes and the factors that contribute to their occurrence. Finally, the research illustrates how the voice of the learners can be used to inform their training.

Learning styles and organisational development in practice: an exploratory study of how learning styles and individual learning strategies can facilitate organisational development

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“…As a consequence of this, it is imperative to divert focus to the aspect of individual learning in an organisational setting (Easterby-Smith and Lyles, 2005) because individual learning and organisational development are intertwined (cf. Elkjaer, 2005;Goldman et al, 2009). Thus, when working strategically with knowledge management, the inclusion of an individual learning perspective creates the foundation for successful initiatives in the organisational setting (Wiig, 1993).…”

Bank advisors working with contradiction: meeting the demands of control through reflective learning

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A case-crossover study of sleep, fatigue, and other transient exposures at workplace and the risk of non-fatal occupational injuries among the employees of an Italian academic hospital

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