Zobrazit v EDS

Medical students' perception of supervision in MedUniVienna's structured internal medicine and surgery clerkship program: Subject-specific differences and clerkship sequence effects.

Uloženo v:
Podrobná bibliografie
Název: Medical students' perception of supervision in MedUniVienna's structured internal medicine and surgery clerkship program: Subject-specific differences and clerkship sequence effects.
Alternate Title: Studentische Wahrnehmung der Supervision in den Tertialen Innere Medizin und Chirurgie während des Klinisch-Praktischen Jahrs der Medizinischen Universität Wien: Fachspezifische Unterschiede und Effekte aufgrund der Tertialabfolge. (German)
Autoři: Hofhansl, Angelika, Zlabinger, Gerhard, Bach, Lena, Röhrs, Josefine, Mayer, Anna-Maria, Rieder, Anita, Wagner-Menghin, Michaela
Zdroj: GMS Journal for Medical Education; 2025, Vol. 42 Issue 1, p1-19, 19p
Témata: PSYCHOLOGY of students, STUDENT attitudes, COOPERATIVE education, CLINICAL medical education, MEDICAL students
Abstract (English): Background: Clerkships for supervised learning of clinical skills are part of modern medical curricula. The availability of clerkship placements in clinics and the provision of competent supervision are essential for effective work-based learning. The scheduling of compulsory and elective work-based learning opportunities for undergraduate medical students (UGMS), especially when their numbers are high, results in varying clerkship sequences, which can influence career plans and examination outcomes. The effect of different clerkship sequences on students' impressions of clinical supervision remains unclear. Therefore, this study describes subject-specific differences in students' perceptions of clinical supervision during surgical (SC) and internal medicine (IMC) clerkships and addresses the impact of varying clerkship sequences and increasing clinical experience thereon. Method: In this survey, 1,017 final-year students at the Medical University of Vienna (from 2015 to 2019) retrospectively evaluated the quality of supervision they received during the SC and IMC using a newly piloted questionnaire on supervisory roles. Results: Students described their supervisors as less likely to exercise the roles of gatekeeper/safeguarding, training, and mentoring during the SC than during the IMC. During IMC, the supervisory activities received most often were to ensure patient and trainee safety, whereas during SC, it was to ensure trainee safety and to teach techniques and procedures. Ensuring an appropriate level of clinical duty was the third highest priority in both clerkships. Students' general clinical experience influenced how they perceived the supervision, with students completing SC later in their pathway reporting having received similar levels of supervision in both clerkships. Conclusions: Supervision experiences during the first clerkship appear to shape students' expectations of subsequent supervision. Providing additional support to foster a strong supervisory relationship, tailored to meet the specific supervision needs of UGMS newly entering year 6, could benefit both supervisors and students. [ABSTRACT FROM AUTHOR]
Abstract (German): Hintergrund: Klinisch-praktische Tätigkeiten zum supervidierten Erlernen klinischer Fertigkeiten sind feste Bestandteile moderner medizinischer Lehrpläne. Die Verfügbarkeit von Praktikumsplätzen in Kliniken und die Bereitstellung einer kompetenten klinischen Supervision sind dabei für ein effektives Lernen am Arbeitsplatz von wesentlicher Bedeutung. Das Planen von verpflichtenden und frei wählbaren Praktika durch Medizinstudierende im Grundstudium (MSGS) führt insbesondere bei hohen Teilnehmer*innenzahlen zu unterschiedlichen Praktikumsabfolgen, die die Karriereplanung und den Studienabschluss beeinflussen können. Wie sich die unterschiedlichen Praktikumsabfolgen auf die Wahrnehmung der klinischen Supervision durch die Studierenden auswirken, ist unklar. Daher beschreibt diese Studie fachspezifische Unterschiede in der Einschätzung der klinischen Supervision durch die Studierenden während der Tertiale in Chirurgie (TC) und Innerer Medizin (TIM) und befasst sich mit den Auswirkungen unterschiedlicher Tertialabfolgen und zunehmender klinischer Erfahrung. Methode: In dieser Befragung evaluierten 1.017 Studierende im letzten Studienjahr der Medizinischen Universität Wien (von 2015 bis 2019) anhand eines neu erprobten Fragebogens zum Rollenverhalten der betreuenden Ärztinnen und Ärzte retrospektiv die Qualität der Supervision, die sie während des TC und des TIM im Rahmen ihres Klinisch-Praktischen Jahres im 6. Ausbildungsjahr erhalten haben. Ergebnisse: Die Studierenden gaben an, dass ihre Betreuer:innen während des TC die Rollen Gatekeeping, Training bzw. Mentoring weniger oft einnahmen, als während des TIM. Während des TIM bestanden die Supervisionstätigkeiten am häufigsten darin, die Sicherheit der Patientinnen und Patienten und der Auszubildenden zu gewährleisten, während im TC die Sicherheit der Auszubildenden sowie die Vermittlung von Techniken und Verfahren im Vordergrund standen. Die Sicherstellung eines angemessenen Niveaus der klinischen Aufgaben für die Studierenden hatte in beiden Praktika die dritthöchste Priorität. Die klinische Vorerfahrung der Studierenden hatte Einfluss darauf, wie sie die Supervision wahrnahmen, wobei Studierende, die das TC später im Klinisch-Praktischen Jahr absolvierten, berichteten, dass ihnen in beiden Praktika ein ähnliches Maß an Supervision zuteil wurde. Schlussfolgerungen: Supervisionserfahrungen während der ersten Phase des Klinisch-Praktischen Jahres scheinen die Erwartungen der Studierenden an die anschließende klinische Supervision zu prägen. Die Bereitstellung zusätzlicher Unterstützung zur Förderung einer guten Supervisionsbeziehung, die auf die speziellen Supervisionsbedürfnisse von MSGS zugeschnitten ist, die neu in das 6. Jahr eintreten, könnte sowohl den Supervisor:innen als auch den Studierenden zugutekommen. [ABSTRACT FROM AUTHOR]
Copyright of GMS Journal for Medical Education is the property of German Medical Science Publishing House gGmbH and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Databáze: Complementary Index
Popis
Abstrakt:Background: Clerkships for supervised learning of clinical skills are part of modern medical curricula. The availability of clerkship placements in clinics and the provision of competent supervision are essential for effective work-based learning. The scheduling of compulsory and elective work-based learning opportunities for undergraduate medical students (UGMS), especially when their numbers are high, results in varying clerkship sequences, which can influence career plans and examination outcomes. The effect of different clerkship sequences on students' impressions of clinical supervision remains unclear. Therefore, this study describes subject-specific differences in students' perceptions of clinical supervision during surgical (SC) and internal medicine (IMC) clerkships and addresses the impact of varying clerkship sequences and increasing clinical experience thereon. Method: In this survey, 1,017 final-year students at the Medical University of Vienna (from 2015 to 2019) retrospectively evaluated the quality of supervision they received during the SC and IMC using a newly piloted questionnaire on supervisory roles. Results: Students described their supervisors as less likely to exercise the roles of gatekeeper/safeguarding, training, and mentoring during the SC than during the IMC. During IMC, the supervisory activities received most often were to ensure patient and trainee safety, whereas during SC, it was to ensure trainee safety and to teach techniques and procedures. Ensuring an appropriate level of clinical duty was the third highest priority in both clerkships. Students' general clinical experience influenced how they perceived the supervision, with students completing SC later in their pathway reporting having received similar levels of supervision in both clerkships. Conclusions: Supervision experiences during the first clerkship appear to shape students' expectations of subsequent supervision. Providing additional support to foster a strong supervisory relationship, tailored to meet the specific supervision needs of UGMS newly entering year 6, could benefit both supervisors and students. [ABSTRACT FROM AUTHOR]
ISSN:23665017
DOI:10.3205/zma001729