Learning opportunities in 'student assistantships'.

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Bibliographic Details
Title:	Learning opportunities in 'student assistantships'.
Authors:	Burford, Bryan¹, Ellis, Edward², Williamson, Alyson³, Forest, Ian³, Vance, Gillian¹
Source:	Clinical Teacher. Apr2015, Vol. 12 Issue 2, p121-127. 7p.
Subject Terms:	Clinical competence, Medical students, Clinical medical education, Mentoring in education
Geographic Terms:	United Kingdom
Abstract:	Background In order to gain experience of the skills required when they begin practice, all final-year medical students in the UK undertake a 'student assistantship', working alongside first-year postgraduate doctors. In this study, we examined the learning opportunities open to students in one locality during two periods of assistantship: one in medicine; one in surgery. Methods Final-year students and their supervisors completed online questionnaires. The students' questionnaire explored general perceptions of the placement, and whether 15 potential learning opportunities (identified as 'desk-' or 'patient-oriented') had been 'taken', 'missed' or were 'not available'. The supervisors' questionnaire explored their perceptions of students' learning during the assistantship. Results Overall, 86 student questionnaires and 17 supervisor questionnaires were returned (response rates of 57 and 63%, respectively). Students reported more desk-based learning opportunities, of which more were taken up, than patient-oriented learning opportunities. Surgical placements were associated with more 'missed' opportunities than medical placements. Across all tasks, many students felt that some learning opportunities were not present in their assistantship. By contrast, supervisors felt students 'made the most' of assistantships. Students' overall perceptions of the assistantship were positively related to the level of experience that they had attained ( r = 0.40-0.54). Discussion The assistantship fulfils its aims for many students, but individual experience gained varies considerably. Some opportunities are not being taken, with 'patient-oriented' opportunities more likely to be missed, whereas others are not available during placements. Supervisors may overestimate the educational value of the assistantship, with implications for its management and delivery. [ABSTRACT FROM AUTHOR]
	Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

FullText	Links: – Type: pdflink Text: Availability: 0
Header	DbId: ehh DbLabel: Education Research Complete An: 101641994 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0
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Items	– Name: Title Label: Title Group: Ti Data: Learning opportunities in 'student assistantships'. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Burford%2C+Bryan%22">Burford, Bryan</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ellis%2C+Edward%22">Ellis, Edward</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Williamson%2C+Alyson%22">Williamson, Alyson</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Forest%2C+Ian%22">Forest, Ian</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Vance%2C+Gillian%22">Vance, Gillian</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Apr2015, Vol. 12 Issue 2, p121-127. 7p. – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Clinical+competence%22">Clinical competence</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+medical+education%22">Clinical medical education</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring+in+education%22">Mentoring in education</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background In order to gain experience of the skills required when they begin practice, all final-year medical students in the UK undertake a 'student assistantship', working alongside first-year postgraduate doctors. In this study, we examined the learning opportunities open to students in one locality during two periods of assistantship: one in medicine; one in surgery. Methods Final-year students and their supervisors completed online questionnaires. The students' questionnaire explored general perceptions of the placement, and whether 15 potential learning opportunities (identified as 'desk-' or 'patient-oriented') had been 'taken', 'missed' or were 'not available'. The supervisors' questionnaire explored their perceptions of students' learning during the assistantship. Results Overall, 86 student questionnaires and 17 supervisor questionnaires were returned (response rates of 57 and 63%, respectively). Students reported more desk-based learning opportunities, of which more were taken up, than patient-oriented learning opportunities. Surgical placements were associated with more 'missed' opportunities than medical placements. Across all tasks, many students felt that some learning opportunities were not present in their assistantship. By contrast, supervisors felt students 'made the most' of assistantships. Students' overall perceptions of the assistantship were positively related to the level of experience that they had attained ( r = 0.40-0.54). Discussion The assistantship fulfils its aims for many students, but individual experience gained varies considerably. Some opportunities are not being taken, with 'patient-oriented' opportunities more likely to be missed, whereas others are not available during placements. Supervisors may overestimate the educational value of the assistantship, with implications for its management and delivery. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo	BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/tct.12269 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 7 StartPage: 121 Subjects: – SubjectFull: Clinical competence Type: general – SubjectFull: Medical students Type: general – SubjectFull: Clinical medical education Type: general – SubjectFull: Mentoring in education Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: Learning opportunities in 'student assistantships'. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burford, Bryan – PersonEntity: Name: NameFull: Ellis, Edward – PersonEntity: Name: NameFull: Williamson, Alyson – PersonEntity: Name: NameFull: Forest, Ian – PersonEntity: Name: NameFull: Vance, Gillian IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 17434971 Numbering: – Type: volume Value: 12 – Type: issue Value: 2 Titles: – TitleFull: Clinical Teacher Type: main
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