Patient-centred learning in practice. A mixed methods study of supervision and learning in student clinics
(2023) In Patient Education and Counseling 112.- Abstract
Objective: Patient-centred learning (PCL) allows medical students to practice a patient-centred approach; however, didactic characteristics of PCL have yet to be fully elucidated. Clinical placements structured as a student clinic (SC) enable authentic student-patient learning relations through enhanced student responsibility and can serve as examples of PCL. We explored the didactic characteristics of supervision and learning in SCs to provide recommendations for PCL-oriented medical education. Methods: Triangulation mixed methods study based on qualitative data collected from in-depth interviews with clinical teachers and quantitative data collected from student evaluations of supervision and learning in the SCs. Results: Supervision... (More)
Objective: Patient-centred learning (PCL) allows medical students to practice a patient-centred approach; however, didactic characteristics of PCL have yet to be fully elucidated. Clinical placements structured as a student clinic (SC) enable authentic student-patient learning relations through enhanced student responsibility and can serve as examples of PCL. We explored the didactic characteristics of supervision and learning in SCs to provide recommendations for PCL-oriented medical education. Methods: Triangulation mixed methods study based on qualitative data collected from in-depth interviews with clinical teachers and quantitative data collected from student evaluations of supervision and learning in the SCs. Results: Supervision and learning in SCs were characterized by 1) a focus on student-patient compatibility and patient needs and resources, which indicated PCL, 2) person-centred explorative supervision to adjust challenges to students’ needs and resources, and 3) support of student autonomy to take responsibility for patient treatment. Conclusion: PCL was facilitated by clinical teachers through a dual person-centred didactic approach combined with autonomy-supportive didactic practice. This enabled the integration of patients’ and students’ needs and resources in clinical teaching. Practice implications: Clinical teachers can stimulate student-patient learning relations by selecting patients, exploring students’ needs and resources, and supporting student autonomy through reflective practice and backup.
(Less)
- author
- Kjær, Louise Binow ; Nielsen, Karl Johan Schmidt ; Christensen, Mette Krogh and Strand, Pia LU
- organization
- publishing date
- 2023-07
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Autonomy-supportive supervision, Clinical placement, Patient-centred learning, Person-centred learning, Student clinic
- in
- Patient Education and Counseling
- volume
- 112
- article number
- 107717
- publisher
- Elsevier
- external identifiers
-
- scopus:85151798549
- pmid:37001486
- ISSN
- 0738-3991
- DOI
- 10.1016/j.pec.2023.107717
- language
- English
- LU publication?
- yes
- additional info
- Funding Information: Funding provided by Aarhus University. Publisher Copyright: © 2023 The Authors
- id
- c8d45e4b-1ea3-494a-bfc4-5e49f487aaad
- date added to LUP
- 2024-01-12 15:08:53
- date last changed
- 2024-04-27 10:29:49
@article{c8d45e4b-1ea3-494a-bfc4-5e49f487aaad,
abstract = {{<p>Objective: Patient-centred learning (PCL) allows medical students to practice a patient-centred approach; however, didactic characteristics of PCL have yet to be fully elucidated. Clinical placements structured as a student clinic (SC) enable authentic student-patient learning relations through enhanced student responsibility and can serve as examples of PCL. We explored the didactic characteristics of supervision and learning in SCs to provide recommendations for PCL-oriented medical education. Methods: Triangulation mixed methods study based on qualitative data collected from in-depth interviews with clinical teachers and quantitative data collected from student evaluations of supervision and learning in the SCs. Results: Supervision and learning in SCs were characterized by 1) a focus on student-patient compatibility and patient needs and resources, which indicated PCL, 2) person-centred explorative supervision to adjust challenges to students’ needs and resources, and 3) support of student autonomy to take responsibility for patient treatment. Conclusion: PCL was facilitated by clinical teachers through a dual person-centred didactic approach combined with autonomy-supportive didactic practice. This enabled the integration of patients’ and students’ needs and resources in clinical teaching. Practice implications: Clinical teachers can stimulate student-patient learning relations by selecting patients, exploring students’ needs and resources, and supporting student autonomy through reflective practice and backup.</p>}},
author = {{Kjær, Louise Binow and Nielsen, Karl Johan Schmidt and Christensen, Mette Krogh and Strand, Pia}},
issn = {{0738-3991}},
keywords = {{Autonomy-supportive supervision; Clinical placement; Patient-centred learning; Person-centred learning; Student clinic}},
language = {{eng}},
publisher = {{Elsevier}},
series = {{Patient Education and Counseling}},
title = {{Patient-centred learning in practice. A mixed methods study of supervision and learning in student clinics}},
url = {{http://dx.doi.org/10.1016/j.pec.2023.107717}},
doi = {{10.1016/j.pec.2023.107717}},
volume = {{112}},
year = {{2023}},
}