Learning clinical skills during bedside teaching encounters in general practice: a video-observational study with insights from activity theory

Ajjawi, Rola, Rees, Charlotte and Monrouxe, Lynn 2015, Learning clinical skills during bedside teaching encounters in general practice: a video-observational study with insights from activity theory, Journal of workplace learning, vol. 27, no. 4, pp. 298-314, doi: 10.1108/JWL-05-2014-0035.

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Title Learning clinical skills during bedside teaching encounters in general practice: a video-observational study with insights from activity theory
Author(s) Ajjawi, RolaORCID iD for Ajjawi, Rola orcid.org/0000-0003-0651-3870
Rees, Charlotte
Monrouxe, Lynn
Journal name Journal of workplace learning
Volume number 27
Issue number 4
Start page 298
End page 314
Total pages 17
Publisher Emerald Group Publishing
Place of publication Bingley, Eng.
Publication date 2015
ISSN 1366-5626
Summary Purpose – This paper aims to explore how opportunities for learning clinical skills are negotiated within bedside teaching encounters (BTEs). Bedside teaching, within the medical workplace, is considered essential for helping students develop their clinical skills. Design/methodology/approach – An audio and/or video observational study examining seven general practice BTEs was undertaken. Additionally, audio-recorded, semi-structured interviews were conducted with participants. All data were transcribed. Data analysis comprised Framework Analysis informed by Engeström’s Cultural Historical Activity Theory. Findings – BTEs can be seen to offer many learning opportunities for clinical skills. Learning opportunities are negotiated by the participants in each BTE, with patients, doctors and students playing different roles within and across the BTEs. Tensions emerged within and between nodes and across two activity systems. Research limitations/implications – Negotiation of clinical skills learning opportunities involved shifts in the use of artefacts, roles and rules of participation, which were tacit, dynamic and changing. That learning is constituted in the activity implies that students and teachers cannot be fully prepared for BTEs due to their emergent properties. Engaging doctors, students and patients in refecting on tensions experienced and the factors that infuence judgements in BTEs may be a useful frst step in helping them better manage the roles and responsibilities therein. Originality/value – The paper makes an original contribution to the literature by highlighting the tensions inherent in BTEs and how the negotiation of roles and division of labour whilst juggling two interacting activity systems create or inhibit opportunities for clinical skills learning. This has signifcant implications for how BTEs are conceptualised.
Language eng
DOI 10.1108/JWL-05-2014-0035
Field of Research 1503 Business And Management
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2015, Emerald Group Publishing
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081247

Document type: Journal Article
Collection: Office of the Deputy Vice-Chancellor (Education)
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