Patient-centred learning in practice. A mixed methods study of supervision and learning in student clinics

TY - JOUR

T1 - Patient-centred learning in practice. A mixed methods study of supervision and learning in student clinics

AU - Kjær, Louise Binow

AU - Nielsen, Karl-Johan Schmidt

AU - Christensen, Mette Krogh

AU - Strand, Pia

PY - 2023/7

Y1 - 2023/7

N2 - OBJECTIVE: Patient-centred learning (PCL) allows medical students to practice a patient-centred approach; however, didactic characteristics of PCL have yet to be fully elucidated. Clinical placements structured as a student clinic (SC) enable authentic student-patient learning relations through enhanced student responsibility and can serve as examples of PCL. We explored the didactic characteristics of supervision and learning in SCs to provide recommendations for PCL-oriented medical education.METHODS: Triangulation mixed methods study based on qualitative data collected from in-depth interviews with clinical teachers and quantitative data collected from student evaluations of supervision and learning in the SCs.RESULTS: Supervision and learning in SCs were characterized by 1) a focus on student-patient compatibility and patient needs and resources, which indicated PCL, 2) person-centred explorative supervision to adjust challenges to students' needs and resources, and 3) support of student autonomy to take responsibility for patient treatment.CONCLUSION: PCL was facilitated by clinical teachers through a dual person-centred didactic approach combined with autonomy-supportive didactic practice. This enabled the integration of patients' and students' needs and resources in clinical teaching.PRACTICE IMPLICATIONS: Clinical teachers can stimulate student-patient learning relations by selecting patients, exploring students' needs and resources, and supporting student autonomy through reflective practice and backup.

AB - OBJECTIVE: Patient-centred learning (PCL) allows medical students to practice a patient-centred approach; however, didactic characteristics of PCL have yet to be fully elucidated. Clinical placements structured as a student clinic (SC) enable authentic student-patient learning relations through enhanced student responsibility and can serve as examples of PCL. We explored the didactic characteristics of supervision and learning in SCs to provide recommendations for PCL-oriented medical education.METHODS: Triangulation mixed methods study based on qualitative data collected from in-depth interviews with clinical teachers and quantitative data collected from student evaluations of supervision and learning in the SCs.RESULTS: Supervision and learning in SCs were characterized by 1) a focus on student-patient compatibility and patient needs and resources, which indicated PCL, 2) person-centred explorative supervision to adjust challenges to students' needs and resources, and 3) support of student autonomy to take responsibility for patient treatment.CONCLUSION: PCL was facilitated by clinical teachers through a dual person-centred didactic approach combined with autonomy-supportive didactic practice. This enabled the integration of patients' and students' needs and resources in clinical teaching.PRACTICE IMPLICATIONS: Clinical teachers can stimulate student-patient learning relations by selecting patients, exploring students' needs and resources, and supporting student autonomy through reflective practice and backup.

KW - Clinical Competence

KW - Education, Medical

KW - Humans

KW - Learning

KW - Students, Medical

KW - Person-centred learning

KW - Clinical placement

KW - Autonomy-supportive supervision

KW - Patient-centred learning

KW - Student clinic

UR - http://www.scopus.com/inward/record.url?scp=85151798549&partnerID=8YFLogxK

U2 - 10.1016/j.pec.2023.107717

DO - 10.1016/j.pec.2023.107717

M3 - Journal article

C2 - 37001486

SN - 0738-3991

VL - 112

JO - Patient Education and Counseling

JF - Patient Education and Counseling

M1 - 107717

ER -