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Research article
Charlotte Hayden
University of Bristol Medical School
Corresponding Author
ORCiD: https://orcid.org/0000-0002-4699-902X
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This work is licensed under a CC BY 4.0 License. Read Full License
Background New medical graduates report significant unpreparedness in managing acutely unwell patients, due to limited first-hand clinical exposure in the undergraduate curriculum. Supporting undergraduate learning around acute admissions can be challenging for junior doctors balancing teaching and clinical responsibilities. We aimed to explore junior doctors’ first-hand experiences of supporting undergraduate education in the acute admissions setting (take).
Methods Fourteen junior doctors in one teaching hospital in South West England took part in a short web-based questionnaire exploring frequency, duration, efficacy, planning and delivery of teaching in the clinical environment. Participants subsequently took part in semi-structured focus groups (4-6 participants in each) which were audio-recorded and transcribed verbatim before being thematically analysed.
Results Quantitative results demonstrated junior doctors reported difficulties finding time to teach, with many feeling their teaching was ineffective and rarely planned, with challenges finding suitable resources to support teaching delivery.
Key qualitative themes were organised into six key areas: junior doctor, medical student and clinical team factors alongside clinical service, educational service, and resource factors. Junior doctors perceived themselves as novice clinical practitioners and lacked confidence in their ability to teach. Medical students were felt to be poorly engaged with clinical learning due to variable learning value of acute take experiences. Participants recognised value of the clinical team in ensuring student integration and noted a shared responsibility for teaching, driven by senior team members.
Clinical service was prioritised over delivery of education, though workload variations were common, and patient acuity often affected the degree to which students could actively participate. Educational experiences in this environment are frequent but highly varied; teaching must be adapted in response to opportunities that arise. Participants noted scarcity of resources to support teaching and these were prioritised for patient care. Improvements are suggested in defining an active role for students, supporting junior doctors to deliver education, and providing appropriate resources.
Conclusions Educational opportunities for undergraduate students on the acute take are varied, yet highly valuable. This study provides insight into provision of workplace education and its challenges from a junior doctors’ perspective and offers focus for targeted improvement for educational providers.
Keywords
acute care, clinical teaching, workplace learning
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CURRENT STATUS: Published
View the published article at BMC Medical Education.
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Posted 26 Oct, 2020
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On 04 Nov, 2020
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A new preprint design is coming!
We have improved readability, clarity, accessibility, and opportunities for engagement.
See the published version of this preprint at BMC Medical Education.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
Charlotte Hayden
University of Bristol Medical School
Corresponding Author
ORCiD: https://orcid.org/0000-0002-4699-902X
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
View the published article at BMC Medical Education.
Version 1
Posted 26 Oct, 2020
No community comments so far
Editorial decision: Revise before sending to peer reviewers
On 04 Nov, 2020
Editor assigned
On 26 Oct, 2020
Submission checks complete
On 19 Oct, 2020
Editor invited
On 19 Oct, 2020
First submitted
On 15 Oct, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published article at BMC Medical Education.
Background New medical graduates report significant unpreparedness in managing acutely unwell patients, due to limited first-hand clinical exposure in the undergraduate curriculum. Supporting undergraduate learning around acute admissions can be challenging for junior doctors balancing teaching and clinical responsibilities. We aimed to explore junior doctors’ first-hand experiences of supporting undergraduate education in the acute admissions setting (take).
Methods Fourteen junior doctors in one teaching hospital in South West England took part in a short web-based questionnaire exploring frequency, duration, efficacy, planning and delivery of teaching in the clinical environment. Participants subsequently took part in semi-structured focus groups (4-6 participants in each) which were audio-recorded and transcribed verbatim before being thematically analysed.
Results Quantitative results demonstrated junior doctors reported difficulties finding time to teach, with many feeling their teaching was ineffective and rarely planned, with challenges finding suitable resources to support teaching delivery.
Key qualitative themes were organised into six key areas: junior doctor, medical student and clinical team factors alongside clinical service, educational service, and resource factors. Junior doctors perceived themselves as novice clinical practitioners and lacked confidence in their ability to teach. Medical students were felt to be poorly engaged with clinical learning due to variable learning value of acute take experiences. Participants recognised value of the clinical team in ensuring student integration and noted a shared responsibility for teaching, driven by senior team members.
Clinical service was prioritised over delivery of education, though workload variations were common, and patient acuity often affected the degree to which students could actively participate. Educational experiences in this environment are frequent but highly varied; teaching must be adapted in response to opportunities that arise. Participants noted scarcity of resources to support teaching and these were prioritised for patient care. Improvements are suggested in defining an active role for students, supporting junior doctors to deliver education, and providing appropriate resources.
Conclusions Educational opportunities for undergraduate students on the acute take are varied, yet highly valuable. This study provides insight into provision of workplace education and its challenges from a junior doctors’ perspective and offers focus for targeted improvement for educational providers.
Figure 1
This is a list of supplementary files associated with this preprint. Click to download.
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