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Developing clinical education based on medical education research - findings from a faculty development program
Stockholm University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0002-3345-3810
2018 (English)In: Amee 2018: Educating the Future Healthcare Professional and the Roles of the Teacher: Abstract Book, 2018, p. 52-52Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Background

Students in health and medical education spend a great deal of their education in clinical learning environments. There is today a growing knowledge of how learning in the clinical education environment can be facilitated, as well as about existing barriers to the implementation of these skills. By studying how clinical teachers engaged in educational development work, we wanted to better understand the conditions and systems required for successful implementation. This project aimed at examining the conditions for the successful use of medical-educational research results to stimulate learning in clinical education. 

Summary of work

Based on knowledge generated from educational research, a faculty development program was designed to enable five teams of clinical teachers from three university hospitals to participate in a faculty development program aiming to develop, implement and evaluate an educational 'tool' together. The five teams that participated in the program were interviewed in focus groups at the start and end of the program. Observational and document data were collected throughout the process.

Summary of results

All teams managed to develop a tool aimed at students or clinical teachers, implement and evaluate it. The faculty development program and its structure as a year-long scaffolding of driving and legitimising change processes in the clinical environment was acknowledged as facilitating the implementation of the educational tools. One year after the end of the program, four of the five teams had presented their work at medical education conferences, three teams are currently working to publish their work.

Discussion & Conclusion

The design of the program around building capacity for change together with workshops focusing different aspects of Mayer and Stensaker's Change process prescriptors was identified as a successful framework for successful implementation and use of medical education research in the clinical education environment.

Take-home message

The invitation of teams to faculty development program, together with a design building on scaffolding educational change and leadership enabled participants to translate medical education research into their clinical teaching practice.

Place, publisher, year, edition, pages
2018. p. 52-52
Keywords [en]
educational change, clinical education, faculty development
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:su:diva-161447OAI: oai:DiVA.org:su-161447DiVA, id: diva2:1258751
Conference
AMEE 2018, Association for Medical Education in Europe, Basel, Switzerland, 25th to 29th August, 2018
Available from: 2018-10-25 Created: 2018-10-25 Last updated: 2018-11-02Bibliographically approved

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Citation style
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