The clinical learning environment

被引:139
作者
Nordquist, Jonas [1 ,2 ]
Hall, Jena [3 ]
Caverzagie, Kelly [4 ]
Snell, Linda [5 ,7 ]
Chan, Ming-Ka [8 ]
Thoma, Brent [9 ]
Razack, Saleem [6 ]
Philibert, Ingrid [10 ]
机构
[1] Karolinska Inst, Dept Med Huddinge, SE-14186 Stockholm, Sweden
[2] Karolinska Univ Hosp, Dept Res & Educ, Stockholm, Sweden
[3] Queens Univ, Dept Obstet & Gynecol, Kingston, ON, Canada
[4] Univ Nebraska Med Ctr, Internal Med, Omaha, NE USA
[5] McGill Univ, Dept Med, Med, Montreal, PQ, Canada
[6] McGill Univ, Med, Montreal, PQ, Canada
[7] Royal Coll Phys & Surg Canada, Ottawa, ON, Canada
[8] Univ Manitoba, Dept Pediat & Child Hlth, Winnipeg, MB, Canada
[9] Univ Saskatchewan, Dept Emergency Med, Saskatoon, SK, Canada
[10] Accreditat Council Grad Med Educ, Chicago, IL USA
关键词
EDUCATIONAL ENVIRONMENT; VALIDATION; EXPERIENCE; PERCEPTION; GRADUATE; QUALITY;
D O I
10.1080/0142159X.2019.1566601
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This paper presents a brief review of the attributes of effective learning environments in clinical settings. Recent studies articulate the perceived importance of social and organizational factors as determinants of learning. Differences are evident among hospitals and among departments within hospitals with regard to the quality of the learning environment they offer. These differences are reflected in the orientation towards teaching and learning, the level of autonomy, variety and workload, and the quality of supervision and social support. Differences are also evident in the type and quality of opportunities for practice of important skills and in the availability of educational resources. These factors are perceived as major determinants of the effectiveness of learning in clinical settings. The implications for clinical teachers and administrators are discussed. The authors argue that emphasis should be given to the creation of supportive and well-organized learning environments in clinical settings. This may require a great emphasis on the role of clinical teachers as designers of opportunities for learning and managers of learning resources.
引用
收藏
页码:366 / 372
页数:7
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