Enhancing Clinical Learning in the Workplace: Outcomes of Phase II

Magnier, K., Wang, R., Dale, V. H. M. , Mossop, L., Hammond, R., Murphy, R., Freeman, S. and Pead, M. J. (2011) Enhancing Clinical Learning in the Workplace: Outcomes of Phase II. The 2nd Veterinary Education Symposium, Nottingham, UK, 13-14 July 2011.

Abstract

The ‘Enhancing Clinical Learning in the Workplace’ project (www.eclw.ac.uk) is collaboration between the Royal Veterinary College (RVC) and the Schools of Veterinary Medicine and Science (SVMS) and Education (SoE) at the University of Nottingham. The project aims to establish a critical understanding of the clinical workplace from the perspectives of students and placement providers, in order to maximise the student learning experience. Phase II of the project began in December 2010 , focussing on the role of the clinical teacher. An ethnographic approach was undertaken for data collection that included observations of teaching in the workplace, interviews with teachers, and one teacher’s reflective audio logs. This methodology encouraged the clinical teachers to monitor their teaching by considering successful and less successful teaching interventions on a daily basis. This enabled them to quickly adapt or adopt different approaches and techniques to make it possible for the students to learn most effectively. Results indicated that clinical teachers at both institutions employed similar teaching strategies to guide students learning. These included questioning, commentating, explaining, demonstrating, supporting, and intervening. The teaching strategies in the clinics occurred on ward rounds, teaching seminars, journal clubs, formative assessments and in surgery. A number of challenges emerged from the reflections about teaching in the workplace which included the balancing of clinical and teaching responsibilities, varying case loads and time restraints. Further data collection and analysis will continue with a view to establishing recommendations for best practice.

• Item Type: Conference or Workshop Item
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Dale, Dr Vicki
• Authors: Magnier, K., Wang, R., Dale, V. H. M., Mossop, L., Hammond, R., Murphy, R., Freeman, S., and Pead, M. J.
• College/School: University Services > Learning and Teaching Services Division; University Services > Student and Academic Services > Academic Services