The missing ingredient: Medical student insights to inform and enhance learner handover.
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| Title: | The missing ingredient: Medical student insights to inform and enhance learner handover. |
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| Authors: | Conway, Clare1 (AUTHOR) clare.e.conway@ul.ie, McKeague, Helena1 (AUTHOR), Harney, Sarah1 (AUTHOR) |
| Source: | Clinical Teacher. Apr2024, Vol. 21 Issue 2, p1-10. 10p. |
| Subject Terms: | *Student attitudes, *Philosophy of education, *Education theory, *Educators, *Medical schools, *Medical school graduates, Pragmatics |
| Abstract: | Background: Learner handover (LH) is the passing on of information about students between educators. In light of broad acceptance that LH can improve learner support experiences and performance outcomes, those involved are seeking greater governance to achieve practical, effective handover implementation. Stakeholder consultation can inform and enable the co‐creation of meaningful, robust practice guidance. This study sought to address the gap in literature around in‐depth learner opinion, a key element so far overlooked. Methods: This qualitative study (2022) investigated undergraduate medical student perspectives on appropriate tutor information‐sharing at the University of Limerick School of Medicine (ULSoM). The findings build upon an educator focus group study published by the authors (2021). Eleven participants were recruited to represent the typical graduate‐entry medical school programme population across years 1–4 of study. Their understanding and expectations of "learner handover" were explored qualitatively, using online, individual, semi‐structured interviews. Inductive transcript coding and thematic data analysis were applied to illustrate learner insights. Findings: Emergent themes included shared values, individual context and collaborative process, with ideas proposed for specific action around student education, staff training, mental health support, and documented procedures. Discussion Consent, system transparency, data security and the development of positive handover culture were revealed as current needs. Student perspectives, together existing LH literature and highlighted aspects of educational theory, allowed the creation a new conceptual LH framework as a foundation for practice improvement. Conclusion: These findings provide clarity and contextual understanding, mainly from a pre‐clinical phase learner standpoint, with pragmatic suggestions to enhance LH appeal. [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 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 176119102 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The missing ingredient: Medical student insights to inform and enhance learner handover. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Conway%2C+Clare%22">Conway, Clare</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> clare.e.conway@ul.ie</i><br /><searchLink fieldCode="AR" term="%22McKeague%2C+Helena%22">McKeague, Helena</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Harney%2C+Sarah%22">Harney, Sarah</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Apr2024, Vol. 21 Issue 2, p1-10. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+theory%22">Education theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+schools%22">Medical schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+school+graduates%22">Medical school graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Pragmatics%22">Pragmatics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Learner handover (LH) is the passing on of information about students between educators. In light of broad acceptance that LH can improve learner support experiences and performance outcomes, those involved are seeking greater governance to achieve practical, effective handover implementation. Stakeholder consultation can inform and enable the co‐creation of meaningful, robust practice guidance. This study sought to address the gap in literature around in‐depth learner opinion, a key element so far overlooked. Methods: This qualitative study (2022) investigated undergraduate medical student perspectives on appropriate tutor information‐sharing at the University of Limerick School of Medicine (ULSoM). The findings build upon an educator focus group study published by the authors (2021). Eleven participants were recruited to represent the typical graduate‐entry medical school programme population across years 1–4 of study. Their understanding and expectations of "learner handover" were explored qualitatively, using online, individual, semi‐structured interviews. Inductive transcript coding and thematic data analysis were applied to illustrate learner insights. Findings: Emergent themes included shared values, individual context and collaborative process, with ideas proposed for specific action around student education, staff training, mental health support, and documented procedures. Discussion Consent, system transparency, data security and the development of positive handover culture were revealed as current needs. Student perspectives, together existing LH literature and highlighted aspects of educational theory, allowed the creation a new conceptual LH framework as a foundation for practice improvement. Conclusion: These findings provide clarity and contextual understanding, mainly from a pre‐clinical phase learner standpoint, with pragmatic suggestions to enhance LH appeal. [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.13659 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 1 Subjects: – SubjectFull: Student attitudes Type: general – SubjectFull: Philosophy of education Type: general – SubjectFull: Education theory Type: general – SubjectFull: Educators Type: general – SubjectFull: Medical schools Type: general – SubjectFull: Medical school graduates Type: general – SubjectFull: Pragmatics Type: general Titles: – TitleFull: The missing ingredient: Medical student insights to inform and enhance learner handover. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Conway, Clare – PersonEntity: Name: NameFull: McKeague, Helena – PersonEntity: Name: NameFull: Harney, Sarah IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 17434971 Numbering: – Type: volume Value: 21 – Type: issue Value: 2 Titles: – TitleFull: Clinical Teacher Type: main |
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