Abstract
Abstract
Background
The success of workplace clinical training (WCT) is important given that veterinary students are licensed to work independently upon graduation. Considering this, it is perhaps surprising that there is limited published work describing what it means to be prepared for this educational experience, particularly given that the transition to WCT can be stressful for students. This paper reports the results of a qualitative study aiming to generate a rich understanding of veterinary student preparedness for WCT using emic, or insider, perspectives of key stakeholders.
Methods
From a constructivist standpoint, homogenous online group interviews were held with final year veterinary students, recent student alumni, clinical supervisors, faculty, and academic educationalists to discuss what it means to be prepared for WCT. The data was analysed using a template analysis approach.
Results
A three-tier taxonomy to describe preparedness for WCT was constructed from the data. At the topmost level, there were seven themes to illuminate different aspects of preparedness: students should be prepared 1) for the transition to learning and working in a clinical and professional environment, 2) for self-directed and experiential learning whilst working, 3) with a growth mindset, 4) with intrinsic motivation and enthusiasm for learning and working, 5) for communication, consultation and clinical reasoning, 6) with the knowledge for work, and 7) with the practical competence and confidence for work.
Conclusions
This study provides a deeper understanding of the tools we can provide, and the attributes we can nurture in, senior veterinary students to facilitate their learning and working during WCT. This improved understanding is a necessary precursor to refining pedagogical support and curriculum design within veterinary schools.
Funder
Longhurst Legacy, University of Surrey
Publisher
Springer Science and Business Media LLC
Subject
General Veterinary,General Medicine
Reference76 articles.
1. Radcliffe C, Lester H. Perceived stress during undergraduate medical training: a qualitative study. Med Educ. 2003;37(1):32–8.
2. Morris C. Work-based learning. In: Swanwick T, Forrest K, O’Brien B, editors. Understanding Medical Education: Evidence, Theory and Practice. 3rd ed. Hoboken: Wiley-Blackwell; 2019. p. 163–77.
3. Moss F, McManus IC. The anxieties of new clinical students. Med Educ. 1992;26(1):17–20.
4. Sarikaya O, Civaner M, Kalaca S. The anxieties of medical students related to clinical training. Int J Clin Pract. 2006;60(11):1414–8.
5. Prince KJ, Boshuizen HP, van der Vleuten CP, et al. Students’ opinions about their preparation for clinical practice. Med Educ. 2005;39(7):704–12.
Cited by
5 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献