Cargando…

Towards tailored teaching: using participatory action research to enhance the learning experience of Longitudinal Integrated Clerkship students in a South African rural district hospital

BACKGROUND: The introduction of Stellenbosch University’s Longitudinal Integrated Clerkship (LIC) model as part of the undergraduate medical curriculum offers a unique and exciting training model to develop generalist doctors for the changing South African health landscape. At one of these LIC sites...

Descripción completa

Detalles Bibliográficos
Autores principales: von Pressentin, Klaus B., Waggie, Firdouza, Conradie, Hoffie
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2016
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4782508/
https://www.ncbi.nlm.nih.gov/pubmed/26957124
http://dx.doi.org/10.1186/s12909-016-0607-3
_version_ 1782419973267783680
author von Pressentin, Klaus B.
Waggie, Firdouza
Conradie, Hoffie
author_facet von Pressentin, Klaus B.
Waggie, Firdouza
Conradie, Hoffie
author_sort von Pressentin, Klaus B.
collection PubMed
description BACKGROUND: The introduction of Stellenbosch University’s Longitudinal Integrated Clerkship (LIC) model as part of the undergraduate medical curriculum offers a unique and exciting training model to develop generalist doctors for the changing South African health landscape. At one of these LIC sites, the need for an improvement of the local learning experience became evident. This paper explores how to identify and implement a tailored teaching and learning intervention to improve workplace-based learning for LIC students. METHODS: A participatory action research approach was used in a co-operative inquiry group (ten participants), consisting of the students, clinician educators and researchers, who met over a period of 5 months. Through a cyclical process of action and reflection this group identified a teaching intervention. RESULTS: The results demonstrate the gaps and challenges identified when implementing a LIC model of medical education. A structured learning programme for the final 6 weeks of the students’ placement at the district hospital was designed by the co-operative inquiry group as an agreed intervention. The post-intervention group reflection highlighted a need to create a structured programme in the spirit of local collaboration and learning across disciplines. The results also enhance our understanding of both students and clinician educators’ perceptions of this new model of workplace-based training. CONCLUSIONS: This paper provides practical strategies to enhance teaching and learning in a new educational context. These strategies illuminate three paradigm shifts: (1) from the traditional medical education approach towards a transformative learning approach advocated for the 21(st) century health professional; (2) from the teaching hospital context to the district hospital context; and (3) from block-based teaching towards a longitudinal integrated learning model. A programme based on balancing structured and tailored learning activities is recommended in order to address the local learning needs of students in the LIC model. We recommend that action learning sets should be developed at these LIC sites, where the relevant aspects of work-place based learning are negotiated.
format Online
Article
Text
id pubmed-4782508
institution National Center for Biotechnology Information
language English
publishDate 2016
publisher BioMed Central
record_format MEDLINE/PubMed
spelling pubmed-47825082016-03-09 Towards tailored teaching: using participatory action research to enhance the learning experience of Longitudinal Integrated Clerkship students in a South African rural district hospital von Pressentin, Klaus B. Waggie, Firdouza Conradie, Hoffie BMC Med Educ Research Article BACKGROUND: The introduction of Stellenbosch University’s Longitudinal Integrated Clerkship (LIC) model as part of the undergraduate medical curriculum offers a unique and exciting training model to develop generalist doctors for the changing South African health landscape. At one of these LIC sites, the need for an improvement of the local learning experience became evident. This paper explores how to identify and implement a tailored teaching and learning intervention to improve workplace-based learning for LIC students. METHODS: A participatory action research approach was used in a co-operative inquiry group (ten participants), consisting of the students, clinician educators and researchers, who met over a period of 5 months. Through a cyclical process of action and reflection this group identified a teaching intervention. RESULTS: The results demonstrate the gaps and challenges identified when implementing a LIC model of medical education. A structured learning programme for the final 6 weeks of the students’ placement at the district hospital was designed by the co-operative inquiry group as an agreed intervention. The post-intervention group reflection highlighted a need to create a structured programme in the spirit of local collaboration and learning across disciplines. The results also enhance our understanding of both students and clinician educators’ perceptions of this new model of workplace-based training. CONCLUSIONS: This paper provides practical strategies to enhance teaching and learning in a new educational context. These strategies illuminate three paradigm shifts: (1) from the traditional medical education approach towards a transformative learning approach advocated for the 21(st) century health professional; (2) from the teaching hospital context to the district hospital context; and (3) from block-based teaching towards a longitudinal integrated learning model. A programme based on balancing structured and tailored learning activities is recommended in order to address the local learning needs of students in the LIC model. We recommend that action learning sets should be developed at these LIC sites, where the relevant aspects of work-place based learning are negotiated. BioMed Central 2016-03-08 /pmc/articles/PMC4782508/ /pubmed/26957124 http://dx.doi.org/10.1186/s12909-016-0607-3 Text en © von Pressentin et al. 2016 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Research Article
von Pressentin, Klaus B.
Waggie, Firdouza
Conradie, Hoffie
Towards tailored teaching: using participatory action research to enhance the learning experience of Longitudinal Integrated Clerkship students in a South African rural district hospital
title Towards tailored teaching: using participatory action research to enhance the learning experience of Longitudinal Integrated Clerkship students in a South African rural district hospital
title_full Towards tailored teaching: using participatory action research to enhance the learning experience of Longitudinal Integrated Clerkship students in a South African rural district hospital
title_fullStr Towards tailored teaching: using participatory action research to enhance the learning experience of Longitudinal Integrated Clerkship students in a South African rural district hospital
title_full_unstemmed Towards tailored teaching: using participatory action research to enhance the learning experience of Longitudinal Integrated Clerkship students in a South African rural district hospital
title_short Towards tailored teaching: using participatory action research to enhance the learning experience of Longitudinal Integrated Clerkship students in a South African rural district hospital
title_sort towards tailored teaching: using participatory action research to enhance the learning experience of longitudinal integrated clerkship students in a south african rural district hospital
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4782508/
https://www.ncbi.nlm.nih.gov/pubmed/26957124
http://dx.doi.org/10.1186/s12909-016-0607-3
work_keys_str_mv AT vonpressentinklausb towardstailoredteachingusingparticipatoryactionresearchtoenhancethelearningexperienceoflongitudinalintegratedclerkshipstudentsinasouthafricanruraldistricthospital
AT waggiefirdouza towardstailoredteachingusingparticipatoryactionresearchtoenhancethelearningexperienceoflongitudinalintegratedclerkshipstudentsinasouthafricanruraldistricthospital
AT conradiehoffie towardstailoredteachingusingparticipatoryactionresearchtoenhancethelearningexperienceoflongitudinalintegratedclerkshipstudentsinasouthafricanruraldistricthospital