Effective Learning in an Ambulatory Family Medicine Clerkship: A Qualitative Study of Medical Student Midpoint Feedback

• Published in: Family medicine Vol. 49; no. 8; pp. 630 - 634
• Main Authors: Bradner, Melissa K, Flores, Sharon Kaufer, Gary, Judy S, Zumbrunn, Sharon
• Format: Journal Article
• Language: English
• Published: United States 01.09.2017
• Subjects: Clinical Clerkship; Education, Medical; Family Practice - education; Feedback; Grounded Theory; Humans; Learning; Preceptorship; Professional Autonomy; Qualitative Research; Students, Medical - psychology
• ISSN: 1938-3800

There is substantial research on the effectiveness of ambulatory medical preceptors' teaching skills, but less is known about the student perspective on what contributes most to effective learning in a busy clinical practice. As part of a formative midpoint assessment during the third-year clerkship in family medicine, students were asked to respond to the following open-ended reflective prompt: "My preceptor contributed to my learning by..." A qualitative assessment of student responses was conducted to identify themes describing effective learning in the ambulatory setting. Responses for all clerkship students from the years 2012-2014 were examined (N=314). The most common characteristic of effective learning identified by respondents was Autonomy in Practice. Other prominent themes included Stimulating Critical Thinking and Feedback. Understanding student perceptions of the critical components of learning in ambulatory settings will allow medical educators to design meaningful student learning experiences and coach community teachers on effective teaching practices.