Variation in Students' Experiences and Approaches to Learning During Early Clinical Immersion
The quality of students' experience of learning during early clinical immersion is influenced by the degree of self-regulated learning, which affects the approach to learning, plus system barriers and facilitators. Strategies that enable students to enhance self-regulated learning, such as setting and monitoring learning goals with supervisors, may help optimise learning in clinical environments and provide the scaffolds to enhance learning.
Authors
- Matti L. Gild (ORCID: https://orcid.org/0000-0002-6670-2254)
- James Collett (ORCID: https://orcid.org/0000-0002-9868-9007)
- Jonathan Hong (ORCID: https://orcid.org/0000-0001-7112-9598)
- Fawzia Huq
- Naomi Staples
- Karen M. Scott (ORCID: https://orcid.org/0000-0003-0721-6675)
- Jennifer Shone
Institutions
- The University of Sydney (AU)
- Concord Hospital (US)
- Royal Prince Alfred Hospital (AU)
- Royal North Shore Hospital (AU)
- Concord Repatriation General Hospital (AU)
- Dubbo Hospital (AU)
Publication Details
- Journal
- The Clinical Teacher
- Published
- 2025-01-01
- DOI
- https://doi.org/10.1111/tct.70156
- Citations
- 2
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 3.76
Funders
- University of Sydney