Workplace-based Learning Research Articles

Stödpraktiker i relation till arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning

This article explores educational support practices during workplace-based learning in upper secondary apprenticeship education in Sweden. Many students in need of educational support attend upper secondary VET, but how they are supported in relation to workplace-based learning has not been investigated in any extensive way. 15 semi-structured interviews with upper secondary VET-school personnel were conducted. Through the use of concepts from the theory of practice architectures three different support projects embedded within three practices were identified: a workplace socialization project; a qualification project; and a social-pedagogical project. These support practices were conditioned by how students were viewed; the allocation of resources at the local schools, and the schools’ possibilities to influence the workplaces. The study concludes that support for workplace-based learning is shaped as a one-sided responsibility falling on the schools. Although apprenticeship education might fit some students in need of support, many of them are left without any support during the workplace-based learning part.

Pharmacist trainees narrow scope of interprofessional collaboration and communication in hospital practice

ABSTRACT Early curricular exposure to interprofessional education (IPE) is intended to acclimatize health professional trainees to shared-care in the practice settings they will ultimately join. However, IPE activities typically reside outside actual organizational and social systems in which interprofessional care is delivered. We aimed to explore how pharmacist trainees experience collaborator and communicator competency roles during team-based workplace-based learning. Participants maintained written diaries reflecting on interprofessional collaboration and communication during an eight-week hospital clerkship. Diary entries and transcripts from semi-structured follow-up interviews were analyzed from the social constructivist perspective using reflective thematic analysis. Participant accounts of on-ward activities represented most collaborator and communicator roles outlined in pharmacy and interprofessional competency frameworks, but were predominantly between the pharmacist trainee and physicians. Pharmacist trainees did not routinely engage with other health professions on a daily basis. Additionally, reported encounters with other team members were typically information exchanges and not episodes of authentic interdependent or shared care. Interactions were almost completely devoid of perceived interpersonal or role conflict. These findings offer insight into how pharmacist trainees perceive and develop competencies for team-based care. Further work is required to understand how such limited scope of interprofessional communication and collaboration might ultimately impair quality patient care.

Implementation of Education for Sustainability in Turkish Pre-Service Teachers’ Practicum

In this study, we explored early childhood education pre-service teachers’ (ECEPTs’) understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs’ practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participant students across the two university case study sites. Initially, 22 practicum activity plans for each ECEPT were examined via content analysis; then, the students were individually interviewed about the plans and their implications. Subsequent analysis indicated negligible differences between the two universities’ student activity plans regarding quality (aspects of EfS) and quantity (frequency of EfS activities). The students self-reflected about their EfS understandings and implementation. Additionally, they remarked that academic mentors’ and mentor teachers’ stances influenced them either positively or negatively during their workplace-based learning. They also pointed to the absence of a whole-institution approach, not only at the practicum school but also at the university level.

The effect of continuing interprofessional education on improving learners’ self-efficacy and attitude toward interprofessional learning and collaboration

ABSTRACT We aimed to assess the effect of continuing interprofessional education on collaborative self-efficacy, attitude toward the team, and interprofessional learning in workplace-based learning situations. This was a quasi-experimental study conducted in two educational hospitals. Two hundred and ten participants including nursing and medicine from general medicine, internal medicine, and emergency medicine, entered the study and were categorized in the census’s intervention group (n = 97) and control group (n = 113). Continuing interprofessional education interventions included interprofessional rounds and workshops. Attitudes toward the team and interprofessional learning and collaborative self-efficacy were assessed using the Readiness for Interprofessional Learning, Attitudes Toward Health Care Teams, and Interprofessional Collaborator Assessment. Participants’ attitude toward the team (p-value <.001), attitude toward interprofessional learning (p-value <.001), and interprofessional collaborative self-efficacy (p-value <.001) were significantly improved compared to participants’ scores in the control group. Integrating the principles of continuing education, interprofessional education, and workplace-based learning provided an effective learning situation through interactive relationships and active collaboration of participants. The findings revealed a significant educational effect of the intervention on attitude toward interprofessional learning and the team, and a small effect on self-efficacy of interprofessional collaboration.

IMPLEMENTATION OF THE WORKPLACE-BASED LEARNING MODEL (PBTK) TO IMPROVE THE QUALITY OF VOCATIONAL STUDENTS LEARNING OUTCOMES

Based on data from the Central Statistics Agency (BPS) and the Open Unemployment Rate (TPT) graph for 2019-2021, the highest unemployment is from SMK graduates. This study aims to determine the description of the Workplace-Based Learning (PBTK) model with a job shadowing approach as an effort to improve the task skills of SMK students including: (1) planning, (2) organizing, (3) implementing, (4) evaluating, and (5) knowing the obstacles in implementing the workplace-based learning model. The research used a qualitative descriptive approach. The foundation of Terrys management theory and Constructivism theory. The results of the research are more effective and productive in improving the competence of SMK students, especially the Computer and Network Engineering Expertise Program (TKJ), the research still has obstacles: (a) the school does not yet have its own place or business entity as a place for independent industrial work practices. (b) schools have never invited industry parties to school to integrate the competencies to be studied in industrial needs, (c) not all schools have structured industrial practice guidelines or modules, (d) the average ability of supervisors in the field of competence In practice, there is no maximal experience in the software and network industry (IT consulting).

TEACHERS’ ROLE TO ENHANCE EMPLOYABILITY SKILLS OF VOCATIONAL GRADUATES

The purpose of this study was to explore vocational teachers’ understanding about the strategies and methods that need to be applied to strengthen students’ employability skills and the strategies and methods they are applying presently in vocational schools. In addition, this study also looked for the factors that hinder to strengthen the employability skills of vocational graduates and the factors that prevents updating curricula at school. This qualitative study used the primary data collected through focus group discussion. The perspective of 56 vocational teachers was detailed with the help of the following research questions: (i) what strategies should be applied to enhance the employability skills?, (ii) what strategies you normally apply intending to enhance employability skills of the vocational students?, and (iii) what factors prevent you to update curricula and to apply strategies that enhance employability skills of students? The finding revealed the vocational teachers of Nepal believe learner centered strategies, work integrated learning, placing students in incubation center, community outreach program and teaching methods such as small group activities and presentation, role play, project and problem-solving activities, simulation, field/industry visit and case study help strengthening employability skills. The vocational teachers of Nepal used to apply the teaching methods and approaches such as visualized lecture, questioning, discussion and demonstration, small group works, project and problem-solving works, homework and practice opportunities. The finding also revealed that time, resource, teachers’ own competencies, over workload, and the system of implementing vocational curricula in Nepal restrict them to use teaching strategies and methods that strengthen employability skills of students. The finding surge Nepal to shift the paradigm from class-room based theoretical learning practices to workplace-based learning practices such as apprenticeship programs, provide some sort of flexibility in curricula and enhance the active engagement of employers at each and every step of vocational learning practice

Professional identity formation of medical students: A mixed-methods study in a hierarchical and collectivist culture.

BackgroundProfessional identity formation (PIF) has been recognized as an integral part of professional development in medical education. PIF is dynamic: it occurs longitudinally and requires immersion in the socialization process. Consequently, in the medical education context, it is vital to foster a nurturing learning environment that facilitates PIF.AimThis study assesses PIF among medical students in various stages of study and explores their perceptions of PIF, with its contributing and inhibiting factors.MethodThis mixed-methods study uses a sequential explanatory approach with undergraduate (years 2, 4, and 6) and postgraduate medical students in Indonesia. We examine the subjects by administering an adapted questionnaire on PIF. We completed a series of FGDs following questionnaire administration. Quantitative and thematic analyses were conducted sequentially.Results & DiscussionA total of 433 respondents completed the questionnaire. There were statistically significant differences among subjects on the subscales “Recognition and internalization of professional roles” and “Self-control in professional behavior”; the more senior students had higher scores. We conducted 6 FGDs in total. The results characterize PIF as a complex, dynamic, and longitudinal journey to becoming a medical doctor that is closely related to a student’s motivation. The FGDs also highlight the importance of both internal factors (students’ values, attributes, and personal circumstances) and external factors (curriculum, the learning environment, workplace-based learning, and external expectations) for PIF in medical education.ConclusionHigher-level students show higher scores in some aspects of PIF, which further validates the potential use of the questionnaire to monitor PIF, a dynamic process influenced by internal and external factors. Generating awareness among medical students and encouraging reflection on their PIF stage may be crucial for PIF processes.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12909-022-03393-9.

Final-Year Undergraduate Medical Students’ Feedback-Seeking Behaviour in Primary and Secondary Healthcare Centre Placement

Feedback is essential in medical education. Constructive feedback provision from teachers and learners receiving and seeking feedback themselves are both important, particularly in clinical clerkships where students interact with authentic clinical settings. This study aims to explore the feedback-seeking behaviour of final-year undergraduate medical students in primary and secondary healthcare centres and to determine factors influencing this behaviour. A qualitative phenomenology study design was used involving final-year undergraduate medical students at the Faculty of Medicine Universitas Indonesia. A maximum variation sampling approach, considering gender and healthcare centre placement, was conducted. Data was collected through semi-structured interviews until data saturation was reached. Data was then analysed using a thematic analysis approach. A total of 10 (4 males, 6 females) students were interviewed. Students displayed acts of both seeking and not seeking feedback in clinical learning environments in primary and secondary healthcare centres. Acts of seeking feedback included asking for feedback on performance when it was not provided, taking the initiative to seek feedback in life-saving situations, confirming feedback, clarifying supervisors’ reasoning and indirect feedback-seeking methods. Acts of not seeking feedback included not seeking further feedback, not clarifying supervisors’ reasoning and not seeking feedback when it was not provided. This study found that supervisor, student and environmental factors may influence feedback-seeking behaviour. This study provides further insights on feedback-seeking behaviour, which must be considered in workplacebased clinical learning environments.

Perceptions of postgraduate family medicine supervision at decentralised training sites, South Africa.

BackgroundSpecialist training in family medicine (FM) is growing rapidly in sub-Saharan Africa. The strong emphasis on workplace-based learning for speciality training makes it vital to gain in-depth insights into registrar supervision. Previous studies have explored aspects of supervision at decentralised sites in high-income countries, however, little is known about the benefits and constraints of decentralised postgraduate supervision in low- to middle-income countries, especially in Africa.AimThis study aimed to explore family physicians’ and registrars’ perceptions of the strengths and challenges of clinical and educational supervision across decentralised training sites.SettingThe study was conducted across two provinces at five decentralised training sites affiliated with the University of the Witwatersrand, Johannesburg.MethodsThis qualitative study involved semi-structured interviews with a purposive sample of 11 FPs and 11 registrars. The data were thematically analysed.ResultsTwo of the four themes identified, ‘supervision is context-specific and supervisor-dependent’, and ‘the nature of engagement matters’, involved strengths and challenges. The other two, ‘supervision is not ideal’ and ‘the training environment is challenging’, focussed on challenges.ConclusionSupervisors and registrars described the postgraduate FM supervision as context-specific and supervisor-dependent. Supervisors displayed good clinical-teacher characteristics and supervisory relationships. However, several challenges, including registrars’ workload, resource shortages and a lack of standardisation across training sites, need to be addressed. Regular faculty development is essential for supervisors to be aware of relevant aspects of, and current trends in, postgraduate training.

Digital Learning Content: Solution to Continuity of Learning in Technical and Vocational Institutions in Kenya: A Practical Approach

Teaching in all learning institutions globally has been radically affected by the new emerging world dispensation which has triggered learning institutions to think of viable and sustainable alternatives to continue learning. Specifically, the onset of the Corona Virus Disease of 2019(COVID- 19) pandemic has resulted to drastic repercussions in the education sector where most institutions were used to the traditional face to face modes of delivery. Consequently, COVID-19 resulted to closure of Schools, Technical and vocational education training (TVET) institutions and Universities on 15th March 2020 affecting over 20 million children and youths as they were forced to remain at home. The implication of closure of the institutions increased vulnerability of youth due to being out of school and prolonged period of completion. The purpose of this paper is to develop a model that supports continuity of learning in technical and vocational institutions in Kenya. The study adopted a participatory approach as the framework for the methodolody. This was guided by: review of Literature on the status of developing digital learning model, develop the interactive digital learning content and coming up with a digital learning content model. Digital content for ten Diploma Level courses were used in this study. Interviews of digital learning key informants and document analysis were used as the instruments for data collection. The proposed model was piloted at Mathioya technical and vocational college. The key finding of this study is that the proposed digital learning content model is practical in the technical institutions. The model can foster continuity of learning. The study also established that the trainers have inadequate skills in instructional design and hence not able to produce interactive content for learning. The study recommends continuous re-tooling and support for the trainers in the development of digital learning content in addition to integrating the workplace-based learning in the implementation of the digital learning.

Learning Interrupted: Educational Impact of Interruptions on Surgical Residents

The complex workflow of surgical residents in the workplace-based learning environment makes interruptions an unavoidable aspect of clinical work. Interruptions have been shown to affect cognitive load, surgical performance, and medical error. The purpose of this study was to describe the effects of interruptions on surgical resident education. Junior residents were observed by 2 trained observers using time-motion methodology between September 2018-August 2019. Interruptions were identified and coded retroactively based on predefined criteria. We captured key features of interruptions including frequency, duration, task interrupted, outcome, and learner perceived educational value. This study took place at London Health Sciences Centre in London, Ontario, Canada, a tertiary level academic health care center associated with the Schulich School of Medicine & Dentistry at Western University. Junior residents on a General Surgery service were eligible for participation. Participation was voluntary. 8 residents were observed over 24 clinical periods. A total of 278.2 hours of resident workflow were observed, and 229 interruptions were recorded. Interruptions account for 57.9 minutes/day of a surgical resident (SD = 60.7). Interruptions occur at a frequency of 0.82 interruptions/hour. Disruptive interruptions, that interfere with the continuation or completion of the original task, occur at a frequency of 0.11 interruptions/hour. Disruptive interruptions occurred at a higher frequency of 0.34 interruptions/hour during periods of feedback, coaching and informal teaching. We observed that tasks of higher learner perceived educational value are often interrupted by tasks of lower learner perceived education value. Valuable educational experiences such as feedback, coaching and informal teaching are interrupted at a greater rate and experience disruptions at a disproportionate rate. We identified feedback, coaching and informal teaching as an education task vulnerable to disruptive interruptions that would benefit from interventions targeted toward preventing interruption. Suggested interventions include "formalizing" feedback, coaching and informal teaching.

Culture and understanding the role of feedback for health professions students: realist synthesis protocol

IntroductionClinical education has moved to a ‘competency-based’ model with an emphasis on workplace-based learning and assessment which, in turn, depends on feedback to be effective. Further, the understanding of feedback...

Creation and evaluation of a novel, interdisciplinary debriefing program using a design-based research approach.

The emergency department (ED) witnesses the close functioning of an interdisciplinary team in an unpredictable environment. High-stress situations can impact well-being and clinical practice both individually and as a team. Debriefing provides an opportunity for learning, validation, and conversation among individuals who may not typically discuss clinical experiences together. The current study examined how a debriefing program could be designed and implemented in the ED so as to help teams and individuals learn from unique, stressful incidents. Based on the theory of workplace-based learning and a design-based research approach, the evolved nature of a debriefing program implemented in the real-life context of the ED was examined. Focus groups were used to collect data. We report the design of the debriefing intervention as well as the program outcomes in terms of provider's self-perceived roles in the program and program impact on provider's self-reported clinical practice as well as the redesign of the program based on said feedback. The themes of barriers to debriefing, provision of perspectives, psychological trauma, and nurturing of staff emerged from focus group sessions. Respondents identified barriers and concerns regarding debriefing, and based on this information, changes were made to the program, including offering of refresher sessions for debriefing, inclusion of additional staff members in the training, and remessaging the purpose of the program. Data from the study reinforced the need to increase the frequency and availability of debriefing didactics along with clarifying staff roles in the program. Future work will examine continued impact on provider practice and influence on departmental culture.

\u201cMore than just a medical student\u201d: a mixed methods exploration of a structured volunteering programme for undergraduate medical students

BackgroundAs a result of the COVID-19 pandemic Imperial College School of Medicine developed a structured volunteering programme involving 398 medical students, across eight teaching hospitals. This case study aims to explore the relationship between the processes, context, participant experiences and impacts of the programme so that lessons can be learned for future emergencies and service-learning programmes.MethodsUsing an illuminative approach to evaluation we invited all volunteers and supervisors to complete a mixed-methods survey. This explored differences in experience across demographics and contextual factors, correlations between aspects of induction, supervision and overall experience, and reviewed the impacts of the programme. Quantitative responses were statistically analysed and qualitative reflections were thematically coded to triangulate and explain quantitative findings. Follow up interviews were carried out to check back findings and co-create conclusions.ResultsWe received responses from 61 students and 17 supervisors. Student participants described predominantly altruistic motivations and transformational changes to their professional identity driven by feeling included, having responsibility, and engaging in authentic workplace-based learning afforded by freedom from the assessed curriculum. They reported new perspectives on their future professional role within the multidisciplinary team and the value of workplace-based learning. They reported increases in wellbeing and self-esteem related to feeling included and valued, and positively contributing to service provision at a time of need. Significantly higher overall satisfaction was associated with a personalised induction, active supervision, earlier stage of training, and male gender. Gender-related differences were not explained through our data but have been reported elsewhere and warrant further study. The duration, intensity and type of role that volunteers performed was similar across demographics and did not appear to modulate their overall experience.ConclusionsWhilst acknowledging the uniqueness of emergency volunteering and the survey response rate of 15% of volunteers, we suggest the features of a successful service-learning programme include: a learner-centred induction, regular contact with engaged and appreciative supervisors, and roles where students feel valued. Programmes in similar settings may find that service learning is most impactful earlier in medical students’ training and that students with altruistic motivations and meaningful work may flourish without formal outcomes and assessments.

Gendered Vocational Identities – Female Students' Strategies for Identity Formation During Workplace-Based Learning in Male-Dominated Work

Purpose: This article investigates female vocational students' strategies for becoming part of a workplace community, what these strategies are and how they are tied to the formation of vocational identities within male-dominated industrial work. Of particular interest is how female students enrolled on Swedish upper secondary industrial programmes experience workplace-based learning at industrial workplaces as part of their vocational education. The theoretical framework derives from Wenger's concept of community of practice, but his theoretical concept does not explicitly include gender dimensions. Therefore, the concept of community of practice is also combined with Paechter's assumption of gender, whereby femininity and masculinity can be considered as different communities of practice. Methods: The article draws on evidence from a Swedish study based on interviews with 20 female students enrolled on the industrial programme at six upper secondary schools. In this vocational programme, there is a distinct gender distribution and only a small minority of the students on the programme are girls. In the analysis, the focus is on the female students' strategies used during workplace-based learning to become part of the work community which consists almost exclusively of male workers.Findings: The female students deliberately negotiated vocational identities as female industrial workers to become accepted in the male-dominated work community. The findings highlight three specific strategies that the female students used: Acting like gender does not matter, acting like boys (not like drama queens), and acting tough and joking around. The female students' strategies were part of – and tied to – a complex vocational identity formation process that featured contradictory requirements. By taking individual responsibility, they identified relevant information for becoming industrial workers and chose to act like boys. The female students saw no problem with being a girl, yet they struggled with implicit, diffuse and hidden gender structures and prejudices in the male-dominated industrial companies. Nevertheless, they strived for what they perceived to be an attractive vocational identity as industrial workers; it was an alternative, atypically feminine way of being that attracted the female students. Conclusions: The study concludes that female students mostly rely on their individual agency when interacting with others in the male-dominated workplace community. A "gendered vocational identity" is formed which shows that the identity formation of female students is a complex double process, in which vocational and gender identities are formed simultaneously and in parallel within the male-dominated workplace.

A Metacognitive Awareness Inventory for Surgical Educators: Creation of the MAISE

Metacognition plays an important role in the professional development and growth of surgical educators. This work presents the development and pilot of the MAISE (Metacognitive Awareness Inventory for Surgical Educators). The MAISE is a novel tool for surgeons who are teaching residents in workplace-based learning environments and provides a framework for surgeons to consider their roles as educators and prompt reflection on potential areas for self-improvement. The MAISE was developed for the surgical context by a general surgery resident by revising 2 existing validated instruments designed to measure metacognitive processes related to teaching. The first version of the MAISE consisted of 35 statements designed to measure 7 subdimensions of metacognition (factors). A principal components analysis with a varimax rotation was conducted, and factor loadings greater than 0.4 were used to assign items to factors. The initial version of the MAISE was piloted by recruiting participants via email and social media platforms (Facebook and Twitter). Thirty participants who identified as attending surgeons with resident teaching responsibilities completed the initial version of the MAISE. Twenty-four of the 35 original items were included in the final version of the MAISE, which includes 5 factors. Final factors were determined based on item loadings. When items loaded on more than one factor, interpretability was used to decide which factor to which an item was assigned. Some factors were excluded due to lack of interpretability. This model explained 85% of the variance in the data. MAISE is a valid tool for assessing metacognition among surgical educators. Improving surgeons' metacognition of their teaching practices may advance the surgical field by promoting reflection on teaching processes and areas for growth. This will help surgical educators develop their teaching practices and to employ and model effective teaching with trainees.

Barriers to workplace-based learning in the intensive care unit: A qualitative description of internal medicine residents’ and intensivists’ perspectives

Background Residency programs leverage the acquisition of critical care competencies through off-service rotations in the intensive care unit (ICU). However, recent literature questions the effectiveness of increasing the exposition of residents to critical care units to improve their critical care competencies. We aimed to describe the barriers to learning in the ICU from the perspective of internal medicine (IM) residents and intensivists. Methods A qualitative description methodology was applied to data gathered during an ICU quality improvement initiative in a large tertiary academic hospital. Verbatim transcriptions of 12 focus groups including 22 IM residents and 17 intensivists were assessed through thematic data analysis. Results We identified three key themes and 13 subthemes related to barriers to learning. Aspects of the environment such as the slow socialization process of residents to the ICU environment and stakeholders’ perceptions influenced the quality of learning interactions. Dedicated teaching was further influenced by factors related to the IM residency curricula (e.g. competing co-curricular demands) and contributed to tensions in delivering a standardized ICU curriculum. Conclusion This study provides a description of educational barriers that may be present during ICU rotations. Recognizing these barriers may help clinical teachers improve their trainees’ educational experience.

”Men nu fick man planera om och i den planeringen fick jag vara med!” Verksamhetsförlagt lärande i yrkeslärarutbildningen när undervisningen går över till distans

The article explores the effects of the transition to distance education due to the Covid19 pandemic on vocational teacher students’ workplace-based learning in a vocational teacher programme. Two practices are explored, that is, the instruction practices by prospective teachers and supervision. The theory of practice architecture is used to explain how the two practices interplay with one another in the common project of learning to become a vocational teacher. A web survey is utilised to gain both the students’ and the supervisors’ experiences. The main findings are 1) re-definition of pupil participation and activity as a touching base for supervision, and 2) expanded notion of supervision grounded in a more equal and complementary relationship between the student and the teacher supervisor. A call for an updated in-service supervision training as part of the vocational teacher programme and to strengthen vocational teacher education as a whole is put forth.

Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 70

Background The novel coronavirus disease was declared a pandemic in March 2020, which necessitated adaptations to medical education. This systematic review synthesises published reports of medical educational developments and innovations that pivot to online learning from workplace-based clinical learning in response to the pandemic. The objectives were to synthesise what adaptations/innovation were implemented (description), their impact (justification), and ‘how’ and ‘why’ these were selected (explanation and rationale). Methods The authors systematically searched four online databases up to December 21, 2020. Two authors independently screened titles, abstracts and full-texts, performed data extraction, and assessed the risk of bias. Our findings are reported in alignment with the STORIES (STructured apprOach to the Reporting in healthcare education of Evidence Synthesis) statement and BEME guidance. Results Fifty-five articles were included. Most were from North America (n = 40), and nearly 70% focused on undergraduate medical education (UGME). Key developments were rapid shifts from workplace-based learning to virtual spaces, including online electives, telesimulation, telehealth, radiology, and pathology image repositories, live-streaming or pre-recorded videos of surgical procedures, stepping up of medical students to support clinical services, remote adaptations for clinical visits, multidisciplinary team meetings and ward rounds. Challenges included lack of personal interactions, lack of standardised telemedicine curricula and need for faculty time, technical resources, and devices. Assessment of risk of bias revealed poor reporting of underpinning theory, resources, setting, educational methods, and content. Conclusions This review highlights the response of medical educators in deploying adaptations and innovations. Whilst few are new, the complexity, concomitant use of multiple methods and the specific pragmatic choices of educators offers useful insight to clinical teachers who wish to deploy such methods within their own practice. Future works that offer more specific details to allow replication and understanding of conceptual underpinnings are likely to justify an update to this review.

Supporting Apprentices’ Integration of School- and Workplace-Based Learning in Swiss Initial Vocational Education and Training

ABSTRACT In a dual initial vocational education and training (IVET) system, an integration between school- and work-based learning is essential to provide apprentices with necessary trade-specific skills and to ensure the quality of training. However, apprentices often perceive a disconnection between learning sites. Accordingly, based on the concepts of boundary crossing and school-workplace connectivity, this study aimed to investigate how the integration between school- and work-based learning contributed to the quality of Swiss IVET from the perspective of apprentices, vocational teachers and in-company trainers. Data were collected through focus groups (n = 64) and thematic data analysis was carried out following an inductive and deductive approach. Key findings indicated some issues related to sociocultural differences between school and training company: a general devaluation of school-based learning (non-aligned with workplace-learning or perceived as useless) and the diversity of apprentices’ experiences at the training company. Furthermore, the analysis revealed how these situations perceived as disconnected can become learning opportunities: by applying a skill acquired at school in the workplace that is not part of the routine (learning mechanism of transformation); by bringing in the classroom authentic situations experienced by apprentices at work (learning mechanism of reflection). Implications for training and teaching are addressed.