Learning strategies for the advanced trainee in specialist training
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Learning strategies for the advanced trainee in specialist training. / Ekelund, Kim; Tolsgaard, Martin Grønnebæk; Jacobsen, Rikke Vita Borre; Østergaard, Doris; Bader-Larsen, Karlen.
I: Medical Teacher, 2023.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Learning strategies for the advanced trainee in specialist training
AU - Ekelund, Kim
AU - Tolsgaard, Martin Grønnebæk
AU - Jacobsen, Rikke Vita Borre
AU - Østergaard, Doris
AU - Bader-Larsen, Karlen
N1 - Publisher Copyright: © 2023 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - Background: A significant factor of clinicians’ learning is based on their ability to effectively transfer acquired knowledge, skills, and attitudes from specialty-specific clinical courses to their working environment. Material and method: We conducted semi-structured interviews with 20 anaesthesiologist trainees (i.e. residents) in four group and five individual interviews using SRL principles as sensitizing concepts. Data were collected and analyzed iteratively using thematic analysis. Results: Advanced trainees are highly motivated to explore what they have learned in specialty-specific courses, but they often face several barriers in implementing their learning in the workplace environment. Four themes emerged from the interview data: ’Be ready to learn’, “Take the ‘take-home-messages’ home’, “Be ready to create your own opportunities’, and “Face it, it’s not entirely up to you’. Understanding the challenges regarding transferring knowledge from courses to the working environment is an important lesson for assisting trainees set their learning goals, monitor their progress, and re-evaluate their SRL processes. Conclusion: Even for advanced trainees, successfully transferring knowledge from specialty-specific courses often requires adequate commitment and support. Medical supervisors and other relevant stakeholders must be aware of their shared responsibility for creating individual environments that support opportunities for trainees to self-regulate their learning.
AB - Background: A significant factor of clinicians’ learning is based on their ability to effectively transfer acquired knowledge, skills, and attitudes from specialty-specific clinical courses to their working environment. Material and method: We conducted semi-structured interviews with 20 anaesthesiologist trainees (i.e. residents) in four group and five individual interviews using SRL principles as sensitizing concepts. Data were collected and analyzed iteratively using thematic analysis. Results: Advanced trainees are highly motivated to explore what they have learned in specialty-specific courses, but they often face several barriers in implementing their learning in the workplace environment. Four themes emerged from the interview data: ’Be ready to learn’, “Take the ‘take-home-messages’ home’, “Be ready to create your own opportunities’, and “Face it, it’s not entirely up to you’. Understanding the challenges regarding transferring knowledge from courses to the working environment is an important lesson for assisting trainees set their learning goals, monitor their progress, and re-evaluate their SRL processes. Conclusion: Even for advanced trainees, successfully transferring knowledge from specialty-specific courses often requires adequate commitment and support. Medical supervisors and other relevant stakeholders must be aware of their shared responsibility for creating individual environments that support opportunities for trainees to self-regulate their learning.
KW - anaesthetics
KW - clinical skills
KW - Curriculum
KW - education environment discipline
KW - learning outcomes
KW - phase of education
KW - postgraduate
KW - teaching & learning
KW - work-based
U2 - 10.1080/0142159X.2023.2289845
DO - 10.1080/0142159X.2023.2289845
M3 - Journal article
C2 - 38145618
AN - SCOPUS:85180864754
JO - Medical Teacher
JF - Medical Teacher
SN - 0142-159X
ER -
ID: 395914599