British Journal of Medicine and Medical Research, ISSN: 2231-0614,Vol.: 9, Issue.: 10
Transferring High Quality Care of the Elderly into the Clinical Workplace: Barriers and Facilitating Factors
S. Peters1*, J. De Lepeleire1, S. Cortvriendt1, C. De Keyser1, K. Hoet1, B. Janssens1 and A. Roex1 1KU Leuven, Department of Public Health and Primary Care, Academic Centre for General Practice, Kapucijnenvoer 33, Blok J, Bus 7001,3000 Leuven, Belgium.
S. Peters1*, J. De Lepeleire1, S. Cortvriendt1, C. De Keyser1, K. Hoet1, B. Janssens1 and A. Roex1
1KU Leuven, Department of Public Health and Primary Care, Academic Centre for General Practice, Kapucijnenvoer 33, Blok J, Bus 7001,3000 Leuven, Belgium.
(1) Chan Shen, Department of Biostatistics, MD Anderson Cancer Center, University of Texas, USA.
(1) Obukowho Onotaionotai Lucky, Department of Surgery, University of Portharcourt, Nigeria.
(2) Jay Zarnikau, Department of Statistics and LBJ School of Public Affairs, University of Texas, USA.
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Introduction: Medical students experience difficulty transferring what they have learned in the classroom into the clinical workplace. Learning environments based upon whole-task learning can help medical students to apply knowledge, skills and attitudes into their clinical practice. However, little is known about how students experience the transfer from such a whole-task learning environment into the workplace.
Aim: This study aims to identify the factors that students perceive to be facilitating and hindering the transfer of learning.
Methodology: Semi-structured interviews were conducted. The principle of data saturation was applied. The interviews were coded by two independent researchers and analysed using thematic analysis. The inductive coding process (both descriptive and interpretive) identified recurring themes.
Results: The barriers and facilitating factors that were identified as influencing the transfer of learning were linked to elements within the classroom (e.g. lack of practical protocols), the clinical workplace (e.g. supervisor not aware of what student learned in classroom) and students’ motivation (e.g. interest in the topic).
Conclusion: Despite the focus on whole-task learning environments, students did not find the application of knowledge, skills and attitudes in the clinical workplace easy. Future research needs to investigate how the perceived barriers can be avoided.
Postgraduate; primary healthcare; transfer (psychology); learning environment.
Full Article - PDF Page 1-9
DOI : 10.9734/BJMMR/2015/19601Review History Comments