Medical student learning on a distributed training platform in rural district hospitals.
disorientating dilemmas
distributed platform
student learning
transformative learning
Journal
African journal of primary health care & family medicine
ISSN: 2071-2936
Titre abrégé: Afr J Prim Health Care Fam Med
Pays: South Africa
ID NLM: 101520860
Informations de publication
Date de publication:
26 Aug 2024
26 Aug 2024
Historique:
received:
20
03
2024
accepted:
12
06
2024
revised:
24
05
2024
medline:
2
9
2024
pubmed:
2
9
2024
entrez:
2
9
2024
Statut:
epublish
Résumé
Decentralising medical school training enhances curriculum relevance, exposing students to generalist patient care in diverse contexts. The aim of the study was to understand the student experiences of learning during their 7-week Family Medicine rural rotation. Final year medical students who had completed their Family Medicine rotation in November 2022. A qualitative study involving 24 final year students (four semi- structured interviews and four focus group discussions [4 x 5 students]). All interviews were recorded, transcribed verbatim and analysed thematically. Analysis revealed positive learning experiences and identified the following themes: taking responsibility for learning, the generalist context, teaching and learning in context and managing the learning environment. Active participation in hospital activities, exposure to disorientating dilemmas that challenged assumptions and reflection on these experiences led to transformative learning and knowledge co-construction.Contribution: The study contributes to the discussion and reinforces the advantages of distributed, experiential training, highlighting the positive impact of meaningful participation and transformative learning opportunities.
Sections du résumé
BACKGROUND
BACKGROUND
Decentralising medical school training enhances curriculum relevance, exposing students to generalist patient care in diverse contexts.
AIM
OBJECTIVE
The aim of the study was to understand the student experiences of learning during their 7-week Family Medicine rural rotation.
SETTING
METHODS
Final year medical students who had completed their Family Medicine rotation in November 2022.
METHODS
METHODS
A qualitative study involving 24 final year students (four semi- structured interviews and four focus group discussions [4 x 5 students]). All interviews were recorded, transcribed verbatim and analysed thematically.
RESULTS
RESULTS
Analysis revealed positive learning experiences and identified the following themes: taking responsibility for learning, the generalist context, teaching and learning in context and managing the learning environment.
CONCLUSION
CONCLUSIONS
Active participation in hospital activities, exposure to disorientating dilemmas that challenged assumptions and reflection on these experiences led to transformative learning and knowledge co-construction.Contribution: The study contributes to the discussion and reinforces the advantages of distributed, experiential training, highlighting the positive impact of meaningful participation and transformative learning opportunities.
Identifiants
pubmed: 39221736
doi: 10.4102/phcfm.v16i1.4539
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM