Knowing and acting in the clinical workplace: trainees’ perspectives on modelling and feedback

Knowing and acting in the clinical workplace: trainees’ perspectives on modelling and feedback

In this article we discuss clinical workplace learning using a dual approach: a theoretical one and an empirical one. Drawing on the philosophical work of Aristotle, Polanyi and Schön we posit that the ‘knowing and acting’ underpinning day-to-day medical practice is personal and embraces by nature a...

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Bibliographic Details
Published in:Advances in health sciences education : theory and practice Vol. 18; no. 4; pp. 597 - 615
Main Authors: Stegeman, J. H., Schoten, E. J., Terpstra, O. T.
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01-10-2013
Springer
Springer Nature B.V
Subjects:
Apprenticeships
Clinical Clerkship
Clinical Experience
Education
Feedback
Feedback (Response)
Female
Grounded Theory
Health Knowledge, Attitudes, Practice
Humans
Interviews
Longitudinal Studies
Male
Medical Education
Modeling (Psychology)
Netherlands
Philosophy
Qualitative Research
Research Design
Student Attitudes
Students, Medical - psychology
Supervisor Supervisee Relationship
Trainees
Workplace
Workplace Learning
Netherlands
Longitudinal qualitative analysis
Modelling
Knowing
Postgraduate training
Feedback
acting’ underpinning practice
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Summary:In this article we discuss clinical workplace learning using a dual approach: a theoretical one and an empirical one. Drawing on the philosophical work of Aristotle, Polanyi and Schön we posit that the ‘knowing and acting’ underpinning day-to-day medical practice is personal and embraces by nature a tacit dimension. Consequently, imparting and acquiring this knowledge type necessitates personal interaction between trainer and trainee. The tacit dimension particularly influences modelling and feedback. In our empirical exploration we explore these educational routes in two disparate disciplines: surgery and paediatrics. We use a longitudinal design with in-depth interviewing. Our conclusion on modelling is: modelling is a dynamic and fragmented process reflecting discipline bound characteristics and working styles. On feedback it is: ‘feedback’ serves as vehicle for three distinctive forms of commenting on performance, each holding a specific power of expression for learning. We propose to view clinical workplace learning as: an interactive master - apprenticeship model encompassing modelling and feedback as natural educational routes. We conceptualise modelling and feedback as ‘function’ of interaction (developing grounded theory). Modelling function and feedback function may serve to study these routes as didactical components of ongoing interaction between trainer and trainee rather than an educator-driven series of unrelated events.
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ISSN:1382-4996
1573-1677
DOI:10.1007/s10459-012-9398-4