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Balancing student/trainee learning with the delivery of patient care in the healthcare workplace: a protocol for realist synthesis

Sholl, Sarah, Ajjawi, Rola, Allbutt, Helen, Butler, Jane, Jindal-Snape, Divya, Morrison, Jill and Rees, Charlotte 2016, Balancing student/trainee learning with the delivery of patient care in the healthcare workplace: a protocol for realist synthesis, BMJ open, vol. 6, no. 4, pp. 1-6, doi: 10.1136/bmjopen-2016-011145.

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Title Balancing student/trainee learning with the delivery of patient care in the healthcare workplace: a protocol for realist synthesis
Author(s) Sholl, Sarah
Ajjawi, RolaORCID iD for Ajjawi, Rola orcid.org/0000-0003-0651-3870
Allbutt, Helen
Butler, Jane
Jindal-Snape, Divya
Morrison, Jill
Rees, Charlotte
Journal name BMJ open
Volume number 6
Issue number 4
Start page 1
End page 6
Total pages 6
Publisher BMJ Publishing Group
Place of publication London, Eng.
Publication date 2016-04
ISSN 2044-6055
Keyword(s) MEDICAL EDUCATION & TRAINING
PRIMARY CARE
QUALITATIVE RESEARCH
Delivery of Health Care
Education, Medical
Health Facilities
Health Priorities
Humans
Patient Care
Problem-Based Learning
Research Design
Students, Medical
United Kingdom
Science & Technology
Life Sciences & Biomedicine
Medicine, General & Internal
General & Internal Medicine
SYSTEMATIC REVIEWS
EDUCATION
Summary INTRODUCTION: A national survey was recently conducted to explore medical education research priorities in Scotland. The identified themes and underlying priority areas can be linked to current medical education drivers in the UK. The top priority area rated by stakeholders was: 'Understanding how to balance service and training conflicts'. Despite its perceived importance, a preliminary scoping exercise revealed the least activity with respect to published literature reviews. This protocol has therefore been developed so as to understand how patient care, other service demands and student/trainee learning can be simultaneously facilitated within the healthcare workplace. The review will identify key interventions designed to balance patient care and student/trainee learning, to understand how and why such interventions produce their effects. Our research questions seek to address how identified interventions enable balanced patient care-trainee learning within the healthcare workplace, for whom, why and under what circumstances.

METHODS AND ANALYSIS: Pawson's five stages for undertaking a realist review underpin this protocol. These stages may progress in a non-linear fashion due to the iterative nature of the review process. We will: (1) clarify the scope of the review, identifying relevant interventions and existing programme theories, understanding how interventions act to produce their intended outcomes; (2) search journal articles and grey literature for empirical evidence from 1998 (introduction of the European Working Time Directive) on the UK multidisciplinary team working concerning these interventions, theories and outcomes, using databases such as ERIC, Scopus and CINAHL; (3) assess study quality; (4) extract data; and (5) synthesise data, drawing conclusions.

ETHICS AND DISSEMINATION: A formal ethical review is not required. These findings should provide an important understanding of how workplace-based interventions influence the balance of trainee learning and service provision. They should benefit various stakeholders involved in workplace-based learning interventions, and inform the medical education research agenda in the UK.
Language eng
DOI 10.1136/bmjopen-2016-011145
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 939902 Education and Training Theory and Methodology
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, The Authors
Free to Read? Yes
Use Rights Creative Commons Attribution non-commercial licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30083272

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.