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. 2018 Oct 26;18(1):244.
doi: 10.1186/s12909-018-1352-6.

Clarifying learning experiences in student-run clinics: a qualitative study

Tim Schutte  1   2   3 , Jelle Tichelaar  4   5 , Erik Donker  4   5 , Milan C Richir  4   5 , Michiel Westerman  6   7 , Michiel A van Agtmael  4   5
Affiliations

Clarifying learning experiences in student-run clinics: a qualitative study

Tim Schutte et al. BMC Med Educ. .

Abstract

Background: Student-run clinics (SRCs) are outpatient clinics run and organized by undergraduate medical students. While these clinics offer participating students multiple learning opportunities, little is known about how participation in an SRC contributes to learning and how this learning is influenced.

Methods: In this qualitative clarification study, we conducted semi-structured interviews with a purposive sample of 20 students and student-coordinators participating in our learner-centred SRC (LC-SRC), to gain in-depth insight into their experiences and learning. These interviews were analysed using Glaser's approach to grounded theory.

Results: Analysis revealed that responsibility, authenticity, and collaboration described how SRC participation contribute to learning. Responsibility encompassed the responsibility students had for their patients and the responsibility that the student coordinators had for the students. Authenticity reflected the context and tasks in the LC-SRC. Collaboration covered collaboration with other students, with student coordinators, and with clinical supervisors. These three themes are interrelated, and together enhanced motivation and promoted patient-centred learning in both the LC-SRC and the regular curriculum.

Conclusions: Learning in an LC-SRC is highly dependent on students' feelings of responsibility for real authentic tasks and is stimulated by extensive collaboration with fellow students and supervising doctors.

Keywords: Qualitative research; Student-run clinics; Workplace based learning.

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Conflict of interest statement

Ethics approval and consent to participate

The ethics review board of the Netherlands Association for Medical Education (NVMO) approved the research proposal (ID 2016/738). All participants were informed about the study in advance, gave their written consent, and participated on a voluntary basis. All interviews were numbered and stored separately from the name of the participant, the date of interview, and other information that could identify the participant.

Consent for publication

Not applicable.

Competing interests

All authors have completed the ICMJE uniform disclosure form at http://www.icmje.org/coi_disclosure.pdf and declare: no support from any organisation for the submitted work; no financial relationships with any organisations that might have an interest in the submitted work in the previous three years, no other relationships or activities that could appear to have influenced the submitted work.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Figures

Fig. 1
Fig. 1
Framework of learning in a student-run clinic (SRC). The three factors, Responsibility, Authenticity, and Collaboration are the main themes underlying student learning in SRCs. These three factors promote student motivation and drive patient-centred learning
See this image and copyright information in PMC

References

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