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Learning to interact and interacting to learn: a substantive theory of clinical workplace learning for diverse cohorts

King, E, Turpin, M, Green, W ORCID: 0000-0003-2532-301X and Schull, D 2019 , 'Learning to interact and interacting to learn: a substantive theory of clinical workplace learning for diverse cohorts' , Advances in Health Sciences Education, no. April , pp. 1-16 , doi: 10.1007/s10459-019-09891-8.

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Abstract

Social interactions are integral to clinical workplace functioning and are recognised to playan important role in clinical workplace learning. How, why and to what end students, in thecontext of today’s culturally and linguistically diverse cohorts, interact with members ofclinical workplace communities during clinical workplace learning is not well understood.The aim of this research was to generate a theoretical understanding of students’ interactiveprocesses in clinical workplace learning that accounted for high levels of cultural/linguistic diversity. In accordance with constructivist grounded theory methods, data collectionand analysis were premised on theoretical sampling and constant comparative analysis,and undertaken from an informed and refexive stance. This involved iterations of survey,interview and diary data from two diverse cohorts of fnal year veterinary students whohad undergone 11 months of clinical workplace learning. Clinical preceptors were alsointerviewed. As an aid to theory building, testing and refnement, and in order to test thetheory’s relevance, usefulness and transferability beyond veterinary clinical education, critical feedback was sought from medical and allied health educators. Our substantive leveltheory demonstrates that upon entering the clinical workplace community, students learnhow to ‘harness dialogue’ in order to efectively coordinate three, inter-related interactiveprocesses: (i) functioning in the workplace, (ii) impression management and (iii) learningin-the-moment. We found both positive and negative consequences ensued, depending onhow students harnessed dialogue. The theory responds to a perceived need in internationalstudent education to move away from a defcit discourse by developing educational theorywhich focuses on the nature of participation, rather than the nature of the student.

Item Type: Article
Authors/Creators:King, E and Turpin, M and Green, W and Schull, D
Keywords: clinical workplace learning, cultural diversity, grounded theory, international students
Journal or Publication Title: Advances in Health Sciences Education
Publisher: Springer
ISSN: 1573-1677
DOI / ID Number: 10.1007/s10459-019-09891-8
Copyright Information:

Copyright 2019 Springer Nature B.V.

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