Abstract
On-the-job medical training is known to be challenging due to the fast-paced environment and strong vocational profile. It relies on on-site supervisors, mainly doctors and nurses with long practical experience, who coach and teach their less experienced colleagues, such as residents and healthcare students. These supervisors receive pedagogical training to ensure that their guidance and teaching skills are constantly improved. The aim of such training is to develop participants’ patient, collegiate and student guidance skills in a multiprofessional environment, and to expand their understanding of guidance as part of their work as supervisors of healthcare professionals. In this paper, we investigate open-ended answers on guidance experience of 281 healthcare supervisors that participated in these training courses. To automate the analysis of the contents of the answers, we apply clustering to the natural language processed textual data. The results summarize the most common guidance experiences and allow an automatic grouping of the healthcare supervisors’ reflection. Such an evidence-based knowledge can be used to further improve the organization of the training courses.
Highlights
The emphasis on evidence-based medicine calls medical professionals to stay current in a rapidly changing work- place, for example, due to the increased role of new technology
The healthcare supervisors have to teach their less experienced colleagues on-the-job. This on-the-job teaching can be challenging because the trainers have to be experts in their job as healthcare professional and need didactic skills
The trainers need training to stay current in their core mission to support utilization of efficient medical practices and in their role as healthcare supervisors
Summary
The emphasis on evidence-based medicine calls medical professionals to stay current in a rapidly changing work- place, for example, due to the increased role of new technology. Both the trainers and the trainees in the healthcare work environments iJET ‒ Vol 14, No 5, 2019. In medical education, learning from experts, learning by example and learning-bydoing continue to be common teaching practices [8, 9] These occur in contexts that offer experts opportunities to observe learners performances and to support actively during tasks [4]. The trainers make their own reasoning transparent, to think aloud and to listen while trainees share their thoughts
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