Abstract
Background: Decentralising medical school training enhances curriculum relevance, exposing students to generalist patient care in diverse contexts.Aim: The aim of the study was to understand the student experiences of learning during their 7-week Family Medicine rural rotation.Setting: Final year medical students who had completed their Family Medicine rotation in November 2022.Methods: A qualitative study involving 24 final year students (four semi- structured interviews and four focus group discussions [4 x 5 students]). All interviews were recorded, transcribed verbatim and analysed thematically.Results: Analysis revealed positive learning experiences and identified the following themes: taking responsibility for learning, the generalist context, teaching and learning in context and managing the learning environment.Conclusion: Active participation in hospital activities, exposure to disorientating dilemmas that challenged assumptions and reflection on these experiences led to transformative learning and knowledge co-construction.Contribution: The study contributes to the discussion and reinforces the advantages of distributed, experiential training, highlighting the positive impact of meaningful participation and transformative learning opportunities.
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