Preparing to prescribe: How do clerkship students learn in the midst of complexity?

2.50
Hdl Handle:
http://hdl.handle.net/11287/594028
Title:
Preparing to prescribe: How do clerkship students learn in the midst of complexity?
Authors:
McLellan, L.; Yardley, S.; Norris, Ben; de Bruin, A.; Tully, M. P.; Dornan, T.
Abstract:
Prescribing tasks, which involve pharmacological knowledge, clinical decision-making and practical skill, take place within unpredictable social environments and involve interactions within and between endlessly changing health care teams. Despite this, curriculum designers commonly assume them to be simple to learn and perform. This research used mixed methods to explore how undergraduate medical students learn to prescribe in the 'real world'. It was informed by cognitive psychology, sociocultural theory, and systems thinking. We found that learning to prescribe occurs as a dynamic series of socially negotiated interactions within and between individuals, communities and environments. As well as a thematic analysis, we developed a framework of three conceptual spaces in which learning opportunities for prescribing occur. This illustrates a complex systems view of prescribing education and defines three major system components: the "social space", where the environmental conditions influence or bring about a learning experience; the "process space", describing what happens during the learning experience; and the intra-personal "cognitive space", where the learner may develop aspects of prescribing expertise. This conceptualisation broadens the scope of inquiry of prescribing education research by highlighting the complex interplay between individual and social dimensions of learning. This perspective is also likely to be relevant to students' learning of other clinical competencies.
Citation:
Adv Health Sci Educ Theory Pract. 2015 Dec;20(5):1339-54.
Publisher:
Springer
Journal:
Advances in health sciences education : theory and practice
Issue Date:
1-Dec-2015
URI:
http://hdl.handle.net/11287/594028
DOI:
10.1007/s10459-015-9606-0
PubMed ID:
25980553
Additional Links:
http://dx.doi.org/10.1007/s10459-015-9606-0
Note:
This article is available via Open Access. Please click on the 'Additional Link' above to access the full-text.
Type:
Journal Article
Language:
eng
ISSN:
1573-1677
Appears in Collections:
2015 RD&E publications

Full metadata record

DC FieldValue Language
dc.contributor.authorMcLellan, L.en
dc.contributor.authorYardley, S.en
dc.contributor.authorNorris, Benen
dc.contributor.authorde Bruin, A.en
dc.contributor.authorTully, M. P.en
dc.contributor.authorDornan, T.en
dc.date.accessioned2016-01-19T12:38:48Zen
dc.date.available2016-01-19T12:38:48Zen
dc.date.issued2015-12-01en
dc.identifier.citationAdv Health Sci Educ Theory Pract. 2015 Dec;20(5):1339-54.en
dc.identifier.issn1573-1677en
dc.identifier.pmid25980553en
dc.identifier.doi10.1007/s10459-015-9606-0en
dc.identifier.urihttp://hdl.handle.net/11287/594028en
dc.description.abstractPrescribing tasks, which involve pharmacological knowledge, clinical decision-making and practical skill, take place within unpredictable social environments and involve interactions within and between endlessly changing health care teams. Despite this, curriculum designers commonly assume them to be simple to learn and perform. This research used mixed methods to explore how undergraduate medical students learn to prescribe in the 'real world'. It was informed by cognitive psychology, sociocultural theory, and systems thinking. We found that learning to prescribe occurs as a dynamic series of socially negotiated interactions within and between individuals, communities and environments. As well as a thematic analysis, we developed a framework of three conceptual spaces in which learning opportunities for prescribing occur. This illustrates a complex systems view of prescribing education and defines three major system components: the "social space", where the environmental conditions influence or bring about a learning experience; the "process space", describing what happens during the learning experience; and the intra-personal "cognitive space", where the learner may develop aspects of prescribing expertise. This conceptualisation broadens the scope of inquiry of prescribing education research by highlighting the complex interplay between individual and social dimensions of learning. This perspective is also likely to be relevant to students' learning of other clinical competencies.en
dc.language.isoengen
dc.publisherSpringeren
dc.relation.urlhttp://dx.doi.org/10.1007/s10459-015-9606-0en
dc.titlePreparing to prescribe: How do clerkship students learn in the midst of complexity?en
dc.typeJournal Articleen
dc.identifier.journalAdvances in health sciences education : theory and practiceen
dc.description.noteThis article is available via Open Access. Please click on the 'Additional Link' above to access the full-text.en

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