Opening the black box: An observational study of teaching and learning interactions for paediatrics trainees on consultant ward rounds

Gray, Amy; Enright, Helen

doi:10.1111/jpc.14056

Cited by 14 publications

(20 citation statements)

References 23 publications

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“…Currículo oculto e profissionalismo Gray e Enright 16 discorrem sobre os estágios na enfermaria de pediatria. Segundo eles, como a aprendizagem em ambientes de prática muitas vezes é implícita, não sistematizada e oportunista, é comum entre os(a)s estudantes o sentimento de baixo rendimento e a sensação de haver poucas oportunidades para a prática de habilidades clínicas.…”

Section: Discussionunclassified

“…Assim se consolidam os prejuízos do currículo oculto, a partir da ênfase no conhecimento teórico em detrimento das outras habilidades do profissionalismo. Como consequência, os estudantes são menos estimulados a desenvolvê-las, e a sobrecarga cognitiva causa sofrimento emocional 16 . Sob essa perspectiva, Austin 20 discorre que o currículo oculto carrega componentes poderosos e destrutivos, que são propagados por meio da cultura na/da medicina e na/da psicologia social dos seres humanos.…”

Section: Discussionunclassified

“…Nesse contexto, o currículo oculto poderia ser problematizado e ter seus prejuízos minimizados ao se desenvolver atividades acadêmicas centradas na relação com o estudante, pois isso tornaria as relações menos hierarquizadas, valorizaria o trabalho em equipe, estimularia as qualidades do profissionalismo e exploraria de modo mais amplo o conhecimento desses. O feedback individualizado e imediato para os acadêmicos, a explicitação dos objetivos de aprendizagem e o estímulo à reflexão dos estudantes ao fim das atividades também seriam estratégias positivas 16 . Ressalta-se, inclusive, que a prática do feedback construtivo é fundamental para o desenvolvimento do respeito, que é um dos principais componentes do profissionalismo e um dos meios de problematizar os efeitos negativos do currículo oculto 20 .…”

Section: Discussionunclassified

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Currículo oculto, educação médica e profissionalismo: uma revisão integrativa

Santos

Ferreira

Alves

et al. 2020

Interface (Botucatu)

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O currículo oculto resulta das relações interpessoais vividas academicamente, extrapolando o currículo formal, podendo ser um facilitador e também um empecilho ao aprendizado. Essa revisão objetiva compreender a abordagem da temática na educação médica e sua relação com o profissionalismo. A revisão integrativa nos permitiu observar uma sobrecarga cognitiva e emocional do(a)s estudantes causada pelo currículo oculto. Todavia, constatamos como a educação médica tem trabalhado com a finalidade de reduzir esses prejuízos. Nesse sentido, é importante problematizar os modelos hegemônicos que influenciam valores, interesses, discursos, saberes e práticas ao longo da formação. Para isso, é fundamental o debate em torno de conceitos/ações como identidade, diversidade, inclusão, hegemonia, ideologia, poder e cultura, que pode ocorrer de forma longitudinal e integrada em unidades curriculares relacionadas às humanidades.

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Section: Discussionunclassified

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Currículo oculto, educação médica e profissionalismo: uma revisão integrativa

Santos

Ferreira

Alves

et al. 2020

Interface (Botucatu)

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“…Previous research in our context identified a need to enhance ward round education and the objective of the current study was to understand how this could be done in practice through evidence‐based strategies. We hypothesised that a tool for structuring ward rounds for education could improve the educational experience of both consultants (specialists) and doctors in training (postgraduate years [PGYs] 2–4 – referred to as trainee doctors from hereon), without adding a burden of time.…”

Section: Introductionmentioning

confidence: 99%

Structuring ward rounds to enhance education

Gray

Modak

Connell

et al. 2019

The Clinical Teacher

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Background: Ward rounds are a fundamental part of hospital culture and teaching on rounds has a long tradition. Yet evidence points towards increasing difficulties in delivering ward round education in complex heath care settings. Drawing on the literature and gaps identified in our own hospital setting we hypothesised that a tool for structuring ward rounds could improve the educational experience on rounds without adding a time burden to already busy consultants. Methods: We used a developmental evaluation approach to develop a framework and evaluate a tool for improving ward round education. The ward

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“…However, most medical academic curricula are crowded and do not allow for the time to include developing residents' teaching competencies. [4][5][6] As a result, residents are left with the challenging task of teaching without having the training or skills to be effective educators. As GME continues to expand, programs will need to invest in developing or acquiring faculty with a skillset to promote positive resident educational experiences leading to successful future clinical careers.…”

Section: Introductionmentioning

confidence: 99%

Implementing a clinical-educator curriculum to enrich internal medicine residents' teaching capacity

Habboush

Stoner

Torres

et al. 2019

Preprint

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Introduction Physicians-in-training (residents) are typically the primary educators for medical students during clinical clerkships. However, residents are not formally trained to teach or to assess their teaching. The aim of this study was to assess the implementation of a clinical educator rotation aimed at developing residents’ competencies related to clinical teaching. Methods A mixed-methods approach was used to develop and assess the clinical educator rotation at a teaching community hospital. Internal medicine residents who participated in the rotation and consented to the research were assigned to the clinical educator trainee (CET) group, the remaining residents were assigned to the control group. Osteopathic medical students rotating in the medicine service line were invited to participate. The study used descriptive and qualitative analyses to measure primary and secondary outcomes. Results The primary outcome measure showed a positive change in resident knowledge, skills and behaviors in communication, reflection, feedback, precepting, and facilitation. Medical student perceptions of resident teaching skills confirmed the observed changes in CETs. Some CETs continued to practice and build their capacity for teaching after completing the rotation. Qualitatively, we derived four common themes among the data; communication, professional engagement, practice-based learning, and systems-based learning. Conclusion Resident teaching capacity was enriched after completing the clinical educator rotation. Other benefits included: enhanced patient communication and education, increased resident confidence, personal satisfaction with training, work life-balance and enhanced career satisfaction. Future research should focus on curricular content, faculty development, and delivery assessment. In addition, research efforts should identify appropriate emerging technologies to include in the curriculum for enhancing teaching capacity.

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Opening the black box: An observational study of teaching and learning interactions for paediatrics trainees on consultant ward rounds

Cited by 14 publications

References 23 publications

Currículo oculto, educação médica e profissionalismo: uma revisão integrativa

Currículo oculto, educação médica e profissionalismo: uma revisão integrativa

Structuring ward rounds to enhance education

Implementing a clinical-educator curriculum to enrich internal medicine residents' teaching capacity

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