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ERIC Number: EJ924326
Record Type: Journal
Publication Date: 2004-Jun
Pages: 13
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1382-4996
A Qualitative Study of Resident Learning in Ambulatory Clinic
Smith, C. Scott; Morris, Magdalena; Francovich, Chris; Hill, William; Gieselman, Janet
Advances in Health Sciences Education, v9 n2 p93-105 Jun 2004
Qualitative analysis of a large ethnographic database from observations of a resident teaching clinic revealed three important findings. The first finding was that breakdown, a situation where an "actor" (such as a person or the group) is not achieving expected effectiveness, was the most important category because of its frequency and explanatory power. The next finding was that exposure to breakdown was a necessary ingredient for reflective learning. The final finding was that effective response to breakdown (with concomitant reflective learning) requires six factors to be present: the patient is engaged directly;responsibility is matched to authority; tools are matched to tasks; information resources are matched to need; values are matched between co-participants; and expectations are matched with capacity. These findings have implications for planning, improvements and further studies in ambulatory teaching clinics.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A