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Experience-based learning during the final year – quantitative content analyses of students' self-reports.

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Title: Experience-based learning during the final year – quantitative content analyses of students' self-reports.
Authors: Homberg, A.1 angelika.homberg@medma.uni-heidelberg.de, Narciß, E.2, Thiesbonenkamp-Maag, J.1, Schüttpelz-Brauns, K.1
Source: Medical Teacher. May2023, Vol. 45 Issue 5, p542-549. 8p.
Subject Terms: *Medical students, *Self-evaluation, *Transitional programs (Education), *Experience, *Students, *Experiential learning, *Interprofessional relations, *Content analysis, Professional practice, Teams in the workplace, Questionnaires, Research funding, Supervision of employees
Geographic Terms: Germany
Abstract: The final year offers students the opportunity to explore their future role as a physician in different environments. Learning success depends in large part on how students experience these assignments. The aim of this study is to analyze students' self-reported experiences to derive factors that promote experience-based learning in the transition phase during the final year of medical school in order to optimally prepare students for professional practice. Data were collected from 2013 to 2019 via written survey after each assignment in the final year. Students were asked to report their pleasant and unpleasant experiences in free-text fields. The text material was analyzed using quantitative content analysis. The authors included 1762 questionnaires for analysis. They formed 12 main categories from the text material, equally covering pleasant and unpleasant experiences. Supervisors and teamwork played a central role in both questions, responsibility and working areas frequently led to positive experiences, and working conditions to negative ones. This study confirms the great importance of supervision. Above all, successful collaboration serves as a door opener into a feeling of security which students need to take on responsibility. The authors adapted Dornan's model of experience-based learning to the transition phase to help medical schools establish tailored conditions for students' successful entry into professional practice. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd 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
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  Data: Experience-based learning during the final year – quantitative content analyses of students' self-reports.
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  Data: The final year offers students the opportunity to explore their future role as a physician in different environments. Learning success depends in large part on how students experience these assignments. The aim of this study is to analyze students' self-reported experiences to derive factors that promote experience-based learning in the transition phase during the final year of medical school in order to optimally prepare students for professional practice. Data were collected from 2013 to 2019 via written survey after each assignment in the final year. Students were asked to report their pleasant and unpleasant experiences in free-text fields. The text material was analyzed using quantitative content analysis. The authors included 1762 questionnaires for analysis. They formed 12 main categories from the text material, equally covering pleasant and unpleasant experiences. Supervisors and teamwork played a central role in both questions, responsibility and working areas frequently led to positive experiences, and working conditions to negative ones. This study confirms the great importance of supervision. Above all, successful collaboration serves as a door opener into a feeling of security which students need to take on responsibility. The authors adapted Dornan's model of experience-based learning to the transition phase to help medical schools establish tailored conditions for students' successful entry into professional practice. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd 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:
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    Identifiers:
      – Type: doi
        Value: 10.1080/0142159X.2022.2144187
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 542
    Subjects:
      – SubjectFull: Medical students
        Type: general
      – SubjectFull: Self-evaluation
        Type: general
      – SubjectFull: Transitional programs (Education)
        Type: general
      – SubjectFull: Experience
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Experiential learning
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Content analysis
        Type: general
      – SubjectFull: Professional practice
        Type: general
      – SubjectFull: Teams in the workplace
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Supervision of employees
        Type: general
      – SubjectFull: Germany
        Type: general
    Titles:
      – TitleFull: Experience-based learning during the final year – quantitative content analyses of students' self-reports.
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            NameFull: Homberg, A.
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          Dates:
            – D: 01
              M: 05
              Text: May2023
              Type: published
              Y: 2023
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              Value: 45
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