On learning in the clinical environment
Open accessAbstract
Introduction The clinical environment has been increasingly acknowledged as an important setting for learning within healthcare professional education. In particular, researchers have highlighted the need to advance the knowledge on the social nature of learning in the workplace setting. The aim of the thesis was to explore workplace learning among undergraduate medical and nursing students. Method The thesis adopted a socio-cultural perspective on learning and employed a qualitative approach embedded in an interpretative tradition of inquiry. Four consecutive studies were included in the thesis, the first one designed according to qualitative description whereas the other three had an ethnographic approach. Data were collected through individual interviews and field observations. Content analysis and thematic analysis were employed. Results For the medical students, workplace learning entailed access to a variety of activities in the role of a marginal member of the healthcare team. Medical students demonstrated an adaptive approach to workplace learning. For the nursing students, workplace learning involved being entrusted to hold responsibility for patient care and the need to negotiate their basic values with those of the workplaces. Nursing students showed a hesitant approach to workplace learning. Discussion Workplace learning was built upon varying theoretical perspectives of learning in the medical and nursing contexts respectively. The main message in the thesis argued for an upgrading of students as a powerful and active stakeholder in workplace learning, so as not to view students as passive consumers of clinical education.
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CHAT embraces the concept of distributed learning, i.e., knowledge construction through interactions between living beings.
“As such, it embraces the concept of distributed learning ie knowledge construction through interactions between living beings.14,15”
From Cultural Historical Activity Theory for Studying Practice-Based Learning and Change in Medical Education (2021) · cites this paper as [15]
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- Authors
- Liljedahl, M.
- Affiliations
- Karolinska Institutet (SE)
- Corresponding author
- Liljedahl, Matilda
- ORCID
- Liljedahl, Matilda
- Venue
- Perspectives on Medical Education
- Publisher
- Ubiquity Press, Ltd.
- Published
- 2018-07-10
- Volume
- 7
- Issue
- 4
- Pages
- 272-275
- ISSN
- 2212-2761 (ISSN-L)
- 2212-277X
- PMC
- PMC6086815
- OpenAlex
- W2530592373
- Cited by
- 37
- References
- 17
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 5 · 2023: 3 · 2022: 3 · 2021: 6 · 2020: 3 · 2019: 6 · 2016: 1
- FWCI
- 3.58
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Perspectives on Medical Education (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Figshare (submittedVersion, cc-by)
- Open Archive (Karolinska Institutet) (submittedVersion, other-oa)
- Funders
- Stockholms Läns Landsting (ALF20140061)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
- Health Sciences › Health Professions › General Health Professions › Health and Medical Education
- Keywords
- workplace learning, clinical teaching, undergraduate medical students, nursing students, social nature of learning, healthcare teams
- MeSH terms
- Clinical Competence, Education, Medical, Undergraduate, Education, Nursing, Baccalaureate, Humans, Learning, Preceptorship, Students, Medical, Students, Nursing, Sweden, Workplace, Qualitative Research
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