Clinical Clerkship With or Without Scheduled Patient Consultations: Does It Make a Difference to Medical Students’ Experiences of Learning?

Abstract

Abstract Background Becoming a medical expert involves leadership and professionalism, which are critical skills to learn in medical education. However, a gap exists in understanding how didactic variations in the organisation of clinical clerkships impact medical students’ opportunities to develop these skills. This study explored how clinical clerkships with or without scheduled patient consultations affect medical students’ experiences of learning leadership and professional behaviour. Materials and Methods We conducted a qualitative, quasi-experimental study. Data were gathered through 11 end-of-clerkship focus group interviews with 87 fifth-year medical students who participated in one of two 8-week clerkships at a surgical department: a clerkship with a mentor physician or a clerkship with scheduled patient consultations in combination with a mentor physician. Using a constructivist lens, we analysed the focus group interview transcripts and applied grounded theory principles to the iterative coding process. Results The analyses resulted in a descriptive framework displaying nine themes. Each theme was described as a spectrum of meanings that offers a nuanced understanding of how didactic variations in the organisation of clerkship impact how students ascribed meaning to the learning experiences in undergraduate medical education, focusing on learning leadership and professional behaviour. Discussion This study investigates differences in student learning experiences when participating in a clerkship with or without scheduled patient consultation and, therefore, adds new insight into the need for a balanced, thoughtful, and didactic approach to medical education that considers both clinical exposure and co-regulated learning.