ERIC Number: EJ1036069
Record Type: Journal
Publication Date: 2013-Oct
Abstractor: As Provided
Reference Count: 60
Knowing "and" Acting in the Clinical Workplace: Trainees' Perspectives on Modelling and Feedback
Stegeman, J. H.; Schoten, E. J.; Terpstra, O. T.
Advances in Health Sciences Education, v18 n4 p597-615 Oct 2013
In this article we discuss clinical workplace learning using a dual approach: a theoretical one and an empirical one. Drawing on the philosophical work of Aristotle, Polanyi and Schön we posit that the "knowing 'and' acting" underpinning day-to-day medical practice is personal and embraces by nature a tacit dimension. Consequently, imparting and acquiring this knowledge type necessitates personal interaction between trainer and trainee. The tacit dimension particularly influences modelling and feedback. In our empirical exploration we explore these educational routes in two disparate disciplines: surgery and paediatrics. We use a longitudinal design with in-depth interviewing. Our conclusion on modelling is: modelling is a dynamic and fragmented process reflecting discipline bound characteristics and working styles. On feedback it is: "feedback" serves as vehicle for three distinctive forms of commenting on performance, each holding a specific power of expression for learning. We propose to view clinical workplace learning as: "an interactive master-apprenticeship model encompassing modelling and feedback as natural educational routes". We conceptualise modelling and feedback as "function" of interaction (developing grounded theory). "Modelling function" and "feedback function" may serve to study these routes as didactical components of ongoing interaction between trainer and trainee rather than an educator-driven series of unrelated events.
Descriptors: Trainees, Student Attitudes, Modeling (Psychology), Feedback (Response), Grounded Theory, Supervisor Supervisee Relationship, Longitudinal Studies, Research Design, Clinical Experience, Workplace Learning, Apprenticeships
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A