-
Uddannelse
Find uddannelse
Studievejledning
Kvalitet
- Forskning
-
Samarbejde
Virksomheder
Kommuner og regioner
Gymnasier
Myndigheder
-
Om AU
Organisation
Kontakt
Om AU
- Organisation
- Ledelse
- Strategi
- AU i tal
- AU's historie
- Internationalt samarbejde
- Bæredygtighed
- Campus 2.0
- Diversitet og ligestilling
- Ledige stillinger
- Presse
- Kontakt
Patient-centred learning in practice. A mixed methods study of supervision and learning in student clinics
Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Tidsskriftartikel › Forskning › peer review
DOI
- https://doi.org/10.1016/j.pec.2023.107717
Forlagets udgivne version
- Louise Binow Kjær
- Karl-Johan Schmidt Nielsen
- Mette Krogh Christensen
- Pia Strand, Lund University
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.
| Originalsprog | Engelsk |
|---|---|
| Artikelnummer | 107717 |
| Tidsskrift | Patient Education and Counseling |
| Vol/bind | 112 |
| Sider (fra-til) | 107717 |
| ISSN | 0738-3991 |
| DOI | |
| Status | Udgivet - jul. 2023 |
Bibliografisk note
Copyright © 2023 The Authors. Published by Elsevier B.V. All rights reserved.
Se relationer på Aarhus Universitet Citationsformater
ID: 326117635