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Improving management of student clinical placements: insights from activity theory

BACKGROUND: An approach to improve management of student clinical placements, the Building Teams for Quality Learning project, was trialed in three different health services. In a previous paper the authors explored in some detail the factors associated with considerable success of this approach at...

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Autores principales: O’Keefe, Maree, Wade, Victoria, McAllister, Sue, Stupans, Ieva, Burgess, Teresa
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2016
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4995630/
https://www.ncbi.nlm.nih.gov/pubmed/27552987
http://dx.doi.org/10.1186/s12909-016-0747-5
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author O’Keefe, Maree
Wade, Victoria
McAllister, Sue
Stupans, Ieva
Burgess, Teresa
author_facet O’Keefe, Maree
Wade, Victoria
McAllister, Sue
Stupans, Ieva
Burgess, Teresa
author_sort O’Keefe, Maree
collection PubMed
description BACKGROUND: An approach to improve management of student clinical placements, the Building Teams for Quality Learning project, was trialed in three different health services. In a previous paper the authors explored in some detail the factors associated with considerable success of this approach at one of these services. In this paper, the authors extend this work with further analysis to determine if the more limited outcomes observed with participants at the other two services could be explained by application of activity theory and in particular the expansive learning cycle. METHODS: Staff at three health services participated in the Building Teams for Quality Learning project: a dental clinic, a community aged care facility and a rural hospital. At each site a team of seven multi-disciplinary staff completed the project over 9 to 12 months (total 21 participants). Evaluation data were collected through interviews, focus groups and direct observation of staff and students. Following initial thematic analysis, further analysis was conducted to compare the processes and outcomes at each participating health service drawing on activity theory and the expansive learning cycle. RESULTS: Fifty-one interview transcripts, 33 h of workplace observation and 31 sets of workshop field notes (from 36 h of workshops) were generated. All participants were individually supportive of, and committed to, high quality student learning experiences. As was observed with staff at the dental clinic, a number of potentially effective strategies were discussed at the aged care facility and the rural hospital workshops. However, participants in these two health services could not develop a successful implementation plan. The expansive learning cycle element of modeling and testing new solutions was not achieved and participants were unable, collectively to reassess and reinterpret the object of their activities. CONCLUSION: The application of activity theory and the expansive learning cycle assisted a deeper understanding of the differences in outcomes observed across the three groups of participants. This included identifying specific points in the expansive learning cycle at which the three groups diverged. These findings support some practical recommendations for health services that host student clinical placements.
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spelling pubmed-49956302016-08-25 Improving management of student clinical placements: insights from activity theory O’Keefe, Maree Wade, Victoria McAllister, Sue Stupans, Ieva Burgess, Teresa BMC Med Educ Research Article BACKGROUND: An approach to improve management of student clinical placements, the Building Teams for Quality Learning project, was trialed in three different health services. In a previous paper the authors explored in some detail the factors associated with considerable success of this approach at one of these services. In this paper, the authors extend this work with further analysis to determine if the more limited outcomes observed with participants at the other two services could be explained by application of activity theory and in particular the expansive learning cycle. METHODS: Staff at three health services participated in the Building Teams for Quality Learning project: a dental clinic, a community aged care facility and a rural hospital. At each site a team of seven multi-disciplinary staff completed the project over 9 to 12 months (total 21 participants). Evaluation data were collected through interviews, focus groups and direct observation of staff and students. Following initial thematic analysis, further analysis was conducted to compare the processes and outcomes at each participating health service drawing on activity theory and the expansive learning cycle. RESULTS: Fifty-one interview transcripts, 33 h of workplace observation and 31 sets of workshop field notes (from 36 h of workshops) were generated. All participants were individually supportive of, and committed to, high quality student learning experiences. As was observed with staff at the dental clinic, a number of potentially effective strategies were discussed at the aged care facility and the rural hospital workshops. However, participants in these two health services could not develop a successful implementation plan. The expansive learning cycle element of modeling and testing new solutions was not achieved and participants were unable, collectively to reassess and reinterpret the object of their activities. CONCLUSION: The application of activity theory and the expansive learning cycle assisted a deeper understanding of the differences in outcomes observed across the three groups of participants. This included identifying specific points in the expansive learning cycle at which the three groups diverged. These findings support some practical recommendations for health services that host student clinical placements. BioMed Central 2016-08-24 /pmc/articles/PMC4995630/ /pubmed/27552987 http://dx.doi.org/10.1186/s12909-016-0747-5 Text en © The Author(s). 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
O’Keefe, Maree
Wade, Victoria
McAllister, Sue
Stupans, Ieva
Burgess, Teresa
Improving management of student clinical placements: insights from activity theory
title Improving management of student clinical placements: insights from activity theory
title_full Improving management of student clinical placements: insights from activity theory
title_fullStr Improving management of student clinical placements: insights from activity theory
title_full_unstemmed Improving management of student clinical placements: insights from activity theory
title_short Improving management of student clinical placements: insights from activity theory
title_sort improving management of student clinical placements: insights from activity theory
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4995630/
https://www.ncbi.nlm.nih.gov/pubmed/27552987
http://dx.doi.org/10.1186/s12909-016-0747-5
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