Preparation for practice: What are students learning for?

Abstract

AbstractBackgroundJunior doctors often feel inadequately prepared for clinical practice. Current approaches to optimising the pre‐clinical to clinical transition generally overlook intrinsic factors, yet motivation and emotional engagement are likely to be important in building clinical competence. To address this gap, we explored the attitudes of medical undergraduates and clinicians towards learning and how these attitudes seemed to affect learning motivation.MethodsWe conducted semi‐structured individual or group interviews with 22 medical undergraduates and eight clinicians. Interviews were transcribed and thematically analysed.ResultsStudents and clinicians had differing perspectives on the content and context of learning, as well as divergent attitudes towards learning. Students focused on factual knowledge and examination performance, preferably with simple, clear‐cut answers, privileged book learning, and equated medical knowledge with clinical competence. Conversely, clinicians focused on soft skills and clinical reasoning, emphasised learning through observation and experience, assessments that acknowledged complexity and context, and saw knowledge as a foundation for practice. Further, clinicians mostly felt that the pre‐clinical curriculum over‐emphasised factual recall of knowledge that was neither useful nor relevant for clinical practice.ConclusionWe found that students tended to be extrinsically motivated by examination performance, which led to adopting surface learning approaches. This in turn led to a mismatch between the pre‐clinical emphasis on factual recall and the higher‐order skills necessary for clinical practice. We propose that a shift away from content overload and high‐stakes assessment towards patient‐centric teaching approaches may help re‐orientate students towards intrinsic motivation and more effective learning methods.