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

Bibliographic Data

ID21448669
AuthorsA Homberg (0000-0001-5585-1126, Heidelberg University, corresponding author), Elisabeth Narciß (Heidelberg University), Julia Thiesbonenkamp-Maag (Heidelberg University), K Schüttpelz-Brauns (0000-0001-9004-0724, Heidelberg University)
Year2023
Volume45
Issue5
Pages542-549
Publication date2023-05-04
Open AccessNo
TypeARTICLE
VenueMedical Teacher (JOURNAL)
Journal identifiersISSN: 0142-159X • E-ISSN: 1466-187X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0142159x.2022.2144187
PMID36370418
OpenAlexW4308834921
LanguageEN
References cited49

PURPOSE: 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. METHOD: 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. RESULTS: 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. CONCLUSION: 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

Content analysis · Feeling · Mathematics education · Medical education · Order (exchange) · Political science · Sociology · Teamwork · Higher Education Practises and Engagement · Innovations in Medical Education · Medical Education and Admissions · Medicine · Psychology · Social Psychology

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