Facilitating workplace learning in clinical practice, an evaluation among medical specialists.

Abstract

PURPOSE: Training of medical students, interns and residents (junior professionals, JP) happens predominantly through workplace learning. This is supported by medical specialists (MS) and varies by MS, workplace, medical specialty, and social context. This study aimed to gain insights into the facilitation of workplace learning in clinical practice by MS. METHOD: Thirteen semi-structured interviews were conducted with MS at the gynaecology and paediatrics department in an academic and three non-academic hospitals in the Netherlands. Participants were purposively sampled to be involved in the training of JP. Transcribed interviews were thematically analysed to describe facilitators and barriers for workplace learning. RESULTS: Workplace learning was interpreted as a broad concept, with some MS acknowledging its occurrence beyond created opportunities. Four themes revealed facilitators and barriers related to (1) Connection and alignment, (2) Attitude, (3) Organizational and learning dynamics, and (4) Policy and Logistics. Our research suggests MS' beliefs and awareness regarding workplace learning guide their ability to recognize and utilize learning moments. CONCLUSIONS: Our findings underscore the importance of a work environment for MS that is founded on interpersonal relationships, supportive logistics of healthcare institutions and a culture of active involvement within the team, all of which are essential for recognizing and utilizing learning opportunities.