Abstract
Background
The clinical environment in paediatrics presents many unique challenges for medical students to achieve clinical proficiency.
Aims
Our study aimed to explore how different elements of the paediatric rotation aid medical students in achieving learning outcomes at the undergraduate stage.
Methods
Using a small-scale exploratory case study, three focus group interviews were conducted with 19 participants by an independent facilitator. Students’ self-reported levels of achievement of module learning outcomes were also analysed. Qualitative data were recorded, transcribed and thematically analysed. Open coding was initially employed; codes were then refined into categories and grouped. Themes were identified, reviewed and defined.
Results
Students highlighted several key themes including trainee factors, teacher factors and environmental factors that were associated with positive learning environments. These included the opportunity to contribute to the patient care, feeling like part of the team.
Conclusions
A clinical learning environment that allows medical students to become actively involved in patient care and to contribute as members to the clinical team can enhance their learning experience.
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Acknowledgments
We would like to thank all the medical students who participated in the focus groups, the paediatric department and staff for facilitating this project and Marilla Keating for moderating the focus groups. We would like to thank the Medical Protection Society for funding and making this project possible.
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Appendix: Interview schedule
Appendix: Interview schedule
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Gouda, P., Fanous, S., Gouda, J. et al. Paediatric learning in a clinical attachment: undergraduate medical students’ perspectives. Ir J Med Sci 185, 413–421 (2016). https://doi.org/10.1007/s11845-015-1302-9
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DOI: https://doi.org/10.1007/s11845-015-1302-9