Medical students are not optimally prepared for the shift from formal classroom learning to informal workplace learning during their clerkships. This project explores students’ transfer of learning (focusing on self-regulated learning and feedback literacy) from a new training program that provides students with the knowledge, skills and attitudes to optimize informal workplace-based learning and daily practice in clerkships.

Background information

Medical students spend a large part of their master phase in clerkships, often referred to as workplace learning. Most workplace learning occurs informally, as it involves learning by doing and observing others. However, students as not aware of, nor optimally prepared for, informal workplace-based learning and often experience the transition from preclinical to workplace learning as challenging, limiting their learning. A lack of self-regulated learning skills, feedback literacy or explicit attention to these learning competencies may contribute to this problem.

Project description

In this project, a pilot version of the interprofessional workplace-based learning training programme for medical students called ‘Learning to Learn at the Workplace’ was developed, implemented and evaluated using the ADDIE instructional design model (Analysis, Design, Development, Implementation and Evaluation). The programme includes four classroom sessions combined with workplace assignments, each addressing a different SRL theme for informal workplace learning. The training was piloted with 33 medical students in their second or third clerkship. To assess its effectiveness, teachers gave feedback whether the training was delivered as designed and students provided written feedback after every session and completed a final questionnaire.

Aims

This project incorporates informal workplace learning with SRL strategies, with the aim to strengthen students’ ability to learn effectively and seek learning support during clerkships.

This project has three objectives

• Developing the ‘Learning to Learn at the Workplace’ training programme to support medical students’ transition to workplace learning.
• Stimulating students’ application of training content during their clerkships.
• Ensure the long-term impact of this training programme by sustainably integrating it into the medical curriculum.

Results & Conclusions

Students perceived the training as highly relevant and supportive of their learning during clerkships. The training increased their confidence and aligned well with their learning needs. The provided practical tools were easily applicable in real clinical settings, and the presence of both medical specialists and young doctors as teachers was especially valued. The learning environment encouraged open exchange of workplace experiences, which students found enriching. Both students and teachers suggested offering the training earlier in the curriculum, to avoid unlearning ineffective habits developed in earlier clerkships. All together, the content of the training triggered a change in how the students viewed learning during clerkships.

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