Learning during the early clinical years takes more than good study habits. Perceptions of students and teachers

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dc.contributor.authorZuniga, Denisse
dc.contributor.authorLeiva, Isabel
dc.contributor.authorCalderon, Maribel
dc.contributor.authorTomicic, Alemka
dc.contributor.authorPadilla, Oslando
dc.contributor.authorRiquelme, Arnoldo
dc.contributor.authorBitran, Marcela
dc.date.accessioned2024-01-10T13:49:55Z
dc.date.available2024-01-10T13:49:55Z
dc.date.issued2015
dc.description.abstractBackground: Teaching methods of the undergraduate medical curriculum change considerably from the first years to clinical training. Clinical learning occurs in complex and varied scenarios while caring for patients. Students have to adapt their learning approaches and strategies to be able to integrate theory and clinical practice and become experiential learners. Aim: To identify the strategies used by medical students to learn during the initial clinical years, as reported by students themselves and by their clinical tutors. Material and Methods: We performed eight focus group discussions with 54 students enrolled in years three to six and we interviewed eight clinical tutors. Both focus group discussions and interviews were audio recorded, transcribed and analyzed according to Grounded Theory. Results: Four main themes were identified in the discourse of both students and tutors: Strategies oriented to theoretical learning, strategies oriented to experiential learning, strategies for integrating theory and practice and strategies oriented to evaluation. The mentioning of individual differences was present across the reports of both students and tutors. Conclusions: Students use a rich variety of strategies to face the challenges of clinical learning. Both students and tutors recognize that the learning approaches and strategies vary according the nature of the task and individual differences. The responses of students bring particular knowledge of the approaches used for the theoretical and practical integration and delve into the social dimension of learning.
dc.format.extent10 páginas
dc.fuente.origenWOS
dc.identifier.eissn0717-6163
dc.identifier.issn0034-9887
dc.identifier.pubmedidMEDLINE:26757863
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/79490
dc.identifier.wosidWOS:000367360800004
dc.information.autorucMedicina; Leiva I;S/I;75938
dc.information.autorucMedicina;Bitran M;S/I;450
dc.information.autorucPsicología;Calderon M;S/I;189067
dc.information.autorucMedicina;Padilla O;S/I;102063
dc.information.autorucMedicina;Riquelme A;S/I;3538
dc.information.autorucMedicina;Zuniga D;S/I;117423
dc.issue.numero11
dc.language.isoes
dc.nota.accesoSin adjunto
dc.pagina.final1404
dc.pagina.inicio1395
dc.publisherSOC MEDICA SANTIAGO
dc.revistaREVISTA MEDICA DE CHILE
dc.rightsregistro bibliográfico
dc.subjectClinical competence
dc.subjectStudents, medical
dc.subjectStudy characteristics
dc.subjectPONTIFICIA-UNIVERSIDAD-CATOLICA
dc.subjectMEDICAL-EDUCATION
dc.subjectCONSEQUENCES
dc.subjectPERSPECTIVE
dc.subjectSCHOOL
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleLearning during the early clinical years takes more than good study habits. Perceptions of students and teachers
dc.typeartículo
dc.volumen143
sipa.codpersvinculados75938
sipa.codpersvinculados450
sipa.codpersvinculados189067
sipa.codpersvinculados102063
sipa.codpersvinculados3538
sipa.codpersvinculados117423
sipa.indexWOS
sipa.indexScopus
sipa.trazabilidadCarga SIPA;09-01-2024
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