Social Learning: Medical Student Perceptions of Geriatric House Calls

Abstract

Bandura's social learning theory provides a useful conceptual framework to understand medical students' perceptions of a house calls experience at Virginia Commonwealth University School of Medicine. Social learning and role modeling reflect Liaison Committee on Medical Education guidelines for "Medical schools (to) ensure that the learning environment for medical students promotes the development of explicit and appropriate professional attributes (attitudes, behaviors, and identity) in their medical students." This qualitative study reports findings from open-ended survey questions from 123 medical students who observed a preceptor during house calls to elderly homebound patients. Their comments included reflections on the medical treatment as well as interactions with family and professional care providers. Student insights about the social learning process they experienced during house calls to geriatric patients characterized physician role models as dedicated, compassionate, and communicative. They also described patient care in the home environment as comprehensive, personalized, more relaxed, and comfortable. Student perceptions reflect an appreciation of the richness and complexity of details learned from home visits and social interaction with patients, families, and caregivers.

Exploring Faculty Perceptions of Student Incivility in Social Work: Results from a National Survey

“…In social work education, students are socialized into the profession through field work with community-based social workers, providing students with opportunities to integrate the knowledge, values, and skills they have learned in the classroom. Consistent with the assumptions of social learning theory (Abbey, Willett, Selby-Penczak, & McKnight, 2010), students are also able to learn new behaviors through observation and application. Classroom-based social work educators are also in the position to model professional behaviors and expectations for students.…”

“…Classroom-based social work educators are also in the position to model professional behaviors and expectations for students. Classroom observations and interactions (with peers and instructors alike) can impart professional norms and values and create learning opportunities for students (Abbey et al, 2010). For example, if professional social workers are expected to be prepared, reliable, and respectful of others, this could be modeled by the classroom instructor (e.g., being on time for class, preparing the class session, providing an organizational structure, and actively listening to students) and, in turn, be expected of the students (e.g., being on time for class, having completed the required readings, using electronic devices appropriately during class, completing homework on time, and attending to class discussion).…”

What Students Experienced: A Narrative Analysis of Essays Written by First‐Year Medical Students Participating in a Geriatrics Home Visit

“…Educational outcomes of students' experiences in geriatrics have been measured in a variety of ways: attitudinal change score sheets, self‐assessment of knowledge, small groups, and examination questions . The tool of narrative analysis was chosen for the current study as a means of evaluating the students' experiences; they were instructed to write an essay and prompted to reflect on important components that enable homebound chronically ill elderly adults to remain independent at home and to determine what, in their experience, was surprising, or unexpected about the visit.…”

Do geriatric home visits enhance learning of post graduate trainees? –a qualitative study from Pakistan

“…These visits thus highlighted communal learning that was triggered by a common home/nursing environment and where the shared experiences allowed the participants to learn from one another. Bandura's social learning theory was also cited by another qualitative research study which looked at medical students doing geriatric home visits (11).…”