The power of one: Looking beyond the teacher in clinical instruction

Abstract

We recommend refocusing research on clinical instruction toward engagement within a community of professionals, rather than attributing 'power' to a single clinical teacher.

Dealing with the tension: how residents seek autonomy and participation in the workplace

“…A final merit of our study is that it highlighted the role of senior peers as agents who can support residency learning in the context of the autonomy and opportunities to participate balance, especially when the relationship between resident and supervisor is not optimal. This finding emphasises the importance of the community and the context as learning facilitators in the workplace, beyond what has been described as ‘the power of the one’ or the myopic vision of clinical supervisors being solely responsible for residents’ learning.…”

Clinical learning environments: place, artefacts and rhythm

“…Learning through experience in clinical environments is a key part of all health professional programmes. The moment‐by‐moment learning that occurs through everyday engagement at work is shaped by the activities that individuals undertake . These indirect, and often tacit, social and environmental contributions are the focus of this study.…”

“…These observable activities that occur naturally within the flow of work contribute to what Billett describes as the ‘curriculum’ of the workplace in health contexts . Others note that efforts to improve clinical teaching consistently focus on the individual clinical teacher, but that because the provision of patient care requires a team effort, there is a need to look to the community of practice within which learning naturalistically occurs . What is not addressed in research to date is the impact of the physical environment and how this, with its spaces, tools and artefacts, contributes to the responses of both supervisors and learners.…”

The development of an instrument to assess clinical teaching with linkage to CanMEDS roles: A psychometric analysis

“…Drawing from previous research (Irby & Rakestraw 1981;Irby 1983;Guyatt et al 1993;Cohen et al 1996;James & Osborne 1999;Copeland & Hewson 2000) and relevant articles on effective clinical teaching (Parsell & Bligh 2001;Stark 2003;Sutkin et al 2008;Pratt et al 2009), our objective in this study was to review existing clinical instruments and then develop and test a new clinical teaching assessment instrument (CTAI) that could be applied broadly across all clinical departments to assess clinical teaching contributions, provide feedback to clinical teachers, their department heads, and program directors.…”