Abstract
ObjectivesThis study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students’ learning on clinical placement. MethodsThis was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. ResultsOver 90% of essays reported positive experiences of feedback, activity, individuality and relevance model. The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of “standard” clinical teaching. ConclusionsProgressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching.
Highlights
Medical students are exposed to clinical teachers for most of the later years of their course, and their experience of clinical teaching is far-reaching, in determining later career trajectories
We published a previous study exploring the role of FAIRness model on the adaptation of clinical students on their first clinical placement.[9]
This study is a larger examination of the role of the FAIRness approach on students’ learning of medicine, and the clinical method in particular
Summary
Medical students are exposed to clinical teachers for most of the later years of their course, and their experience of clinical teaching is far-reaching, in determining later career trajectories. We have adopted the FAIRness approach to construct a model of progressive, classroom-based tutorials based on students’ own work and described the generally positive effects on adaptation of students to hospital clerkships during their first ever clinical placement.[8, 9]. We published a previous study exploring the role of FAIRness model on the adaptation of clinical students on their first clinical placement.[9] This study is a larger examination of the role of the FAIRness approach on students’ learning of medicine, and the clinical method in particular. The previous study looked at first placements, and the present study only includes students who had previous experience of other clinical placements; there is no data that is common to both studies
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