Abstract
Internship is a crucial period of learning for medical graduates. The aim of this study was to ascertain what interns learned during internship, who they learned from and the type of environments that influenced their learning. This qualitative study was conducted within the constructivist paradigm of Vygotsky's sociocultural theory of learning. Interns mostly learned what they were expected to learn. They built on their existing knowledge with help from a more knowledgeable other and in an environment that was conducive to learning except when they needed to manage complex situations on their own with no previous experience or training. Learning was influenced by factors related to the workplace, supervisor orsenior doctor and learner. The learning environment is inextricably related to the professional behaviour of clinical teachers and supervisors. A safe and supportive learning environment is necessary for optimal learning outcomes during internship.
Highlights
Background and objectiveInternship is a crucial period of learning for medical graduates
A safe and supportive learning environment is necessary for optimal learning outcomes during internship
The findings show that interns learn most aspects of the set prevocational curriculum, such as clinical/administrative management, assessment and treatment of clinical conditions, skills and procedures, and communication
Summary
The aim of this study was to ascertain what interns learned during internship, who they learned from and the type of environments that influenced their learning. The aim of this study was to further examine aspects of learning during internship and had three objectives: 1) to ascertain what interns learned during internship, 2) to determine who they learnt from and 3) to describe the type of environments that influenced their learning
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