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Titolo:
HOW STUDENTS LEARN FROM COMMUNITY-BASED PRECEPTORS
Autore:
EPSTEIN RM; COLE DR; GAWINSKI BA; PIOTROWSKILEE S; RUDDY NB;
Indirizzi:
UNIV ROCHESTER,SCH MED & DENT,DEPT FAMILY MED,885 SOUTH AVE ROCHESTERNY 14620 UNIV ROCHESTER,SCH MED & DENT,DEPT PSYCHIAT ROCHESTER NY 14620 HIGHLAND HOSP,PRIMARY CARE INST ROCHESTER NY 00000 INST ESTUD SALUT BARCELONA SPAIN
Titolo Testata:
Archives of family medicine
fascicolo: 2, volume: 7, anno: 1998,
pagine: 149 - 154
SICI:
1063-3987(1998)7:2<149:HSLFCP>2.0.ZU;2-M
Fonte:
ISI
Lingua:
ENG
Soggetto:
CRITICAL-INCIDENT; EXPERIENCE; MEDICINE; TIME;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Science Citation Index Expanded
Citazioni:
20
Recensione:
Indirizzi per estratti:
Citazione:
R.M. Epstein et al., "HOW STUDENTS LEARN FROM COMMUNITY-BASED PRECEPTORS", Archives of family medicine, 7(2), 1998, pp. 149-154

Abstract

Objective: To explore how students learn in community-based family physicians' offices from the student's point of view. Method: Each student completing a community-based family medicine clerkship wrote a ''critical incident'' narrative about an event that was particularly educational. A coding system was developed by a multidisciplinary research team and thematic analysis was conducted. Results: Critical education experiences were brief, problem-focused, had definitive outcomes, wereoften collaborative, and led to self-reflection. The most commonly identified mode of learning was ''active observation. '' In most of thesesituations, the student had significant clinical responsibility, but some involved observation of complex tasks beyond the expectations of a medical student. Most (77%) identified their learning needs after having observed a preceptor, rather than prospectively. Collaboration, coaching, advocacy, and exploring affect were means whereby preceptors and students created a learning environment that students felt was safe, allowed them to recognize their own learning needs, and helped themadopt new behaviors. Conclusions: These findings broaden the definition of active learning to include active observation and support learner-centered and relational models of learning. Increasing preceptors awareness of these modes of student learning will enhance the quality ofeducation in ambulatory settings.

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Documento generato il 15/07/20 alle ore 14:56:55