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Navigating Affordances for Learning in Clinical Workplaces: A Qualitative Study of General Practitioners’ Continued Professional Development

Medical specialists’ lifelong learning is essential for improving patients’ health. This study identifies affordances for learning general practitioners (GPs) engage in, and explores what influences engagement in those affordances. Eleven GPs were interviewed and the interview transcripts were analy...

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Autores principales: Stabel, Linda Sturesson, McGrath, Cormac, Björck, Erik, Elmberger, Agnes, Laksov, Klara Bolander
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9261199/
https://www.ncbi.nlm.nih.gov/pubmed/35818439
http://dx.doi.org/10.1007/s12186-022-09295-7
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author Stabel, Linda Sturesson
McGrath, Cormac
Björck, Erik
Elmberger, Agnes
Laksov, Klara Bolander
author_facet Stabel, Linda Sturesson
McGrath, Cormac
Björck, Erik
Elmberger, Agnes
Laksov, Klara Bolander
author_sort Stabel, Linda Sturesson
collection PubMed
description Medical specialists’ lifelong learning is essential for improving patients’ health. This study identifies affordances for learning general practitioners (GPs) engage in, and explores what influences engagement in those affordances. Eleven GPs were interviewed and the interview transcripts were analysed thematically. Stephen Billett’s theoretical framework of workplace participatory practices was used as an analytical lens to explore the topic. Challenging patient cases were identified as the main trigger for engagement in learning. Local, national and international colleagues from the same and other specialties, were found to be an important affordance for learning, as was written material such as websites, journals and recommendations. Other inputs for learning were conferences and courses. Workplace aspects that were essential for GPs to engage in learning related to: place and time to talk, relevance to work, opportunity for different roles, organisation of work and workload, and working climate. Importantly, the study identifies a need for a holistic approach to lifelong learning, including spontaneous and structured opportunities for interaction over time with colleagues, establishment of incentives and arenas for exchange linked to peer learning, and acknowledgement of the workplace as an important place for learning and sufficient time with patients. This study contributes with a deepened understanding of how GPs navigate existing affordances for learning both within and outside their workplaces.
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spelling pubmed-92611992022-07-07 Navigating Affordances for Learning in Clinical Workplaces: A Qualitative Study of General Practitioners’ Continued Professional Development Stabel, Linda Sturesson McGrath, Cormac Björck, Erik Elmberger, Agnes Laksov, Klara Bolander Vocat Learn Original Paper Medical specialists’ lifelong learning is essential for improving patients’ health. This study identifies affordances for learning general practitioners (GPs) engage in, and explores what influences engagement in those affordances. Eleven GPs were interviewed and the interview transcripts were analysed thematically. Stephen Billett’s theoretical framework of workplace participatory practices was used as an analytical lens to explore the topic. Challenging patient cases were identified as the main trigger for engagement in learning. Local, national and international colleagues from the same and other specialties, were found to be an important affordance for learning, as was written material such as websites, journals and recommendations. Other inputs for learning were conferences and courses. Workplace aspects that were essential for GPs to engage in learning related to: place and time to talk, relevance to work, opportunity for different roles, organisation of work and workload, and working climate. Importantly, the study identifies a need for a holistic approach to lifelong learning, including spontaneous and structured opportunities for interaction over time with colleagues, establishment of incentives and arenas for exchange linked to peer learning, and acknowledgement of the workplace as an important place for learning and sufficient time with patients. This study contributes with a deepened understanding of how GPs navigate existing affordances for learning both within and outside their workplaces. Springer Netherlands 2022-07-07 2022 /pmc/articles/PMC9261199/ /pubmed/35818439 http://dx.doi.org/10.1007/s12186-022-09295-7 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Original Paper
Stabel, Linda Sturesson
McGrath, Cormac
Björck, Erik
Elmberger, Agnes
Laksov, Klara Bolander
Navigating Affordances for Learning in Clinical Workplaces: A Qualitative Study of General Practitioners’ Continued Professional Development
title Navigating Affordances for Learning in Clinical Workplaces: A Qualitative Study of General Practitioners’ Continued Professional Development
title_full Navigating Affordances for Learning in Clinical Workplaces: A Qualitative Study of General Practitioners’ Continued Professional Development
title_fullStr Navigating Affordances for Learning in Clinical Workplaces: A Qualitative Study of General Practitioners’ Continued Professional Development
title_full_unstemmed Navigating Affordances for Learning in Clinical Workplaces: A Qualitative Study of General Practitioners’ Continued Professional Development
title_short Navigating Affordances for Learning in Clinical Workplaces: A Qualitative Study of General Practitioners’ Continued Professional Development
title_sort navigating affordances for learning in clinical workplaces: a qualitative study of general practitioners’ continued professional development
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9261199/
https://www.ncbi.nlm.nih.gov/pubmed/35818439
http://dx.doi.org/10.1007/s12186-022-09295-7
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