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How medical students learn in primary care

Davis, K, Doole, E, Cheek, CG ORCID: 0000-0001-9426-1102 and Shires, L ORCID: 0000-0003-3396-7894 2018 , 'How medical students learn in primary care' , The Clinical Teacher, vol. 15 , pp. 1-5 , doi: 10.1111/tct.12961.

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Abstract

Background: General practiceplacements are important inmedical education, but little isknown about positive studentexperiences.Methods: Focus group interviewswere conducted with medicalstudents. Interview transcriptswere analysed thematically andincorporated into an overarchingconceptual framework.Results: Of the 22 eligiblestudents, 21 students participated.Students viewed positivelyplacements where they felt partof the team, had the opportunityto practise procedural skills,learned at a level congruent totheir stage and gained experiencepractising independently.Students were not motivatedwhen they did not feel valued, orwhere learning opportunitieswere inconsistent with personallearning objectives.Discussion: Self-determinationtheory (SDT) proposes that whenpeople perceive that they havemore control over their learning,a sense of competence in theactivities and tasks required ofthem, and a sense of being caredfor and connected with another,they will be more likely tointegrate learning and behaviourchange.Conclusion: Strategies to supportmedical student learning ingeneral practice are provided.Situated within the SDT framework,these findings may assistothers to adopt the strategiesmost likely to enhance studentmotivation to learn.

Item Type: Article
Authors/Creators:Davis, K and Doole, E and Cheek, CG and Shires, L
Keywords: medical education, primary health, work integrated learning
Journal or Publication Title: The Clinical Teacher
Publisher: Wiley-Blackwell Publishing Ltd.
ISSN: 1743-4971
DOI / ID Number: 10.1111/tct.12961
Copyright Information:

Copyright 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

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