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Workplace Learning: An analysis of students' expectations of learning on the ward in the Department of Internal Medicine

Background: Learning on the ward as a practice-oriented preparation for the future workplace plays a crucial role in the medical education of future physicians. However, students’ ward internship is partially problematic due to condensed workflows on the ward and the high workload of supervising phy...

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Autores principales: Köhl-Hackert, Nadja, Krautter, Markus, Andreesen, Sven, Hoffmann, Katja, Herzog, Wolfgang, Jünger, Jana, Nikendei, Christoph
Formato: Online Artículo Texto
Lenguaje:English
Publicado: German Medical Science GMS Publishing House 2014
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4259062/
https://www.ncbi.nlm.nih.gov/pubmed/25489343
http://dx.doi.org/10.3205/zma000935
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author Köhl-Hackert, Nadja
Krautter, Markus
Andreesen, Sven
Hoffmann, Katja
Herzog, Wolfgang
Jünger, Jana
Nikendei, Christoph
author_facet Köhl-Hackert, Nadja
Krautter, Markus
Andreesen, Sven
Hoffmann, Katja
Herzog, Wolfgang
Jünger, Jana
Nikendei, Christoph
author_sort Köhl-Hackert, Nadja
collection PubMed
description Background: Learning on the ward as a practice-oriented preparation for the future workplace plays a crucial role in the medical education of future physicians. However, students’ ward internship is partially problematic due to condensed workflows on the ward and the high workload of supervising physicians. For the first time in a German-speaking setting, students’ expectations and concerns about their internship on the ward are examined in a qualitative analysis regarding their internal medicine rotation within clinical medical education. Methods: Of a total of 168 medical students in their 6th semester at the Medical Faculty of Heidelberg, 28 students (m=8, f=20, Ø 23.6 years) took part in focus group interviews 3 to 5 days prior to their internship on the internal medicine ward within their clinical internal medicine rotation. Students were divided into four different focus groups. The protocols were transcribed and a content analysis was conducted based on grounded theory. Results: We gathered a total of 489 relevant individual statements. The students hope for a successful integration within the ward team, reliable and supportive supervisors and supervision in small groups. They expect to face the most common diseases, to train the most important medical skills, to assume full responsibility for their own patients and to acquire their own medical identity. The students fear an insufficient time frame to achieve their aims. They are also concerned they will have too little contact with patients and inadequate supervision. Conclusion: For the development and standardization of effective student internships, the greatest relevance should be attributed to guidance and supervision by professionally trained and well-prepared medical teachers, entailing a significant increase in staff and costs. A structural framework is required in order to transfer the responsibility for the treatment of patients to the students at an early stage in medical education and in a longitudinal manner. The data suggest that the development and establishment of guidelines for medical teachers associated with clearly defined learning objectives for the students’ internships are urgently needed. Based on our findings, we provide first recommendations and suggest possible solutions.
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spelling pubmed-42590622014-12-08 Workplace Learning: An analysis of students' expectations of learning on the ward in the Department of Internal Medicine Köhl-Hackert, Nadja Krautter, Markus Andreesen, Sven Hoffmann, Katja Herzog, Wolfgang Jünger, Jana Nikendei, Christoph GMS Z Med Ausbild Article Background: Learning on the ward as a practice-oriented preparation for the future workplace plays a crucial role in the medical education of future physicians. However, students’ ward internship is partially problematic due to condensed workflows on the ward and the high workload of supervising physicians. For the first time in a German-speaking setting, students’ expectations and concerns about their internship on the ward are examined in a qualitative analysis regarding their internal medicine rotation within clinical medical education. Methods: Of a total of 168 medical students in their 6th semester at the Medical Faculty of Heidelberg, 28 students (m=8, f=20, Ø 23.6 years) took part in focus group interviews 3 to 5 days prior to their internship on the internal medicine ward within their clinical internal medicine rotation. Students were divided into four different focus groups. The protocols were transcribed and a content analysis was conducted based on grounded theory. Results: We gathered a total of 489 relevant individual statements. The students hope for a successful integration within the ward team, reliable and supportive supervisors and supervision in small groups. They expect to face the most common diseases, to train the most important medical skills, to assume full responsibility for their own patients and to acquire their own medical identity. The students fear an insufficient time frame to achieve their aims. They are also concerned they will have too little contact with patients and inadequate supervision. Conclusion: For the development and standardization of effective student internships, the greatest relevance should be attributed to guidance and supervision by professionally trained and well-prepared medical teachers, entailing a significant increase in staff and costs. A structural framework is required in order to transfer the responsibility for the treatment of patients to the students at an early stage in medical education and in a longitudinal manner. The data suggest that the development and establishment of guidelines for medical teachers associated with clearly defined learning objectives for the students’ internships are urgently needed. Based on our findings, we provide first recommendations and suggest possible solutions. German Medical Science GMS Publishing House 2014-11-17 /pmc/articles/PMC4259062/ /pubmed/25489343 http://dx.doi.org/10.3205/zma000935 Text en Copyright © 2014 Köhl-Hackert et al. http://creativecommons.org/licenses/by-nc-nd/3.0/ This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc-nd/3.0/). You are free to copy, distribute and transmit the work, provided the original author and source are credited.
spellingShingle Article
Köhl-Hackert, Nadja
Krautter, Markus
Andreesen, Sven
Hoffmann, Katja
Herzog, Wolfgang
Jünger, Jana
Nikendei, Christoph
Workplace Learning: An analysis of students' expectations of learning on the ward in the Department of Internal Medicine
title Workplace Learning: An analysis of students' expectations of learning on the ward in the Department of Internal Medicine
title_full Workplace Learning: An analysis of students' expectations of learning on the ward in the Department of Internal Medicine
title_fullStr Workplace Learning: An analysis of students' expectations of learning on the ward in the Department of Internal Medicine
title_full_unstemmed Workplace Learning: An analysis of students' expectations of learning on the ward in the Department of Internal Medicine
title_short Workplace Learning: An analysis of students' expectations of learning on the ward in the Department of Internal Medicine
title_sort workplace learning: an analysis of students' expectations of learning on the ward in the department of internal medicine
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4259062/
https://www.ncbi.nlm.nih.gov/pubmed/25489343
http://dx.doi.org/10.3205/zma000935
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