Effects of a competence-based approach for clerkship teaching under alternating clinical placements: An explanatory sequential mixed-methods research.
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| Title: | Effects of a competence-based approach for clerkship teaching under alternating clinical placements: An explanatory sequential mixed-methods research. |
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| Authors: | Yang, Da-ya1,2,3,4, Zhuang, Xiao-dong2,3,4, Li, Jun-xun5, Jiang, Jing-zhou2,3,4, Guo, Yue2,3,4, Zhang, Xiao-yu2,3,4, Liu, Jun2,3,4, Chen, Wei4,6, Liao, Xin-xue2,3,4 liaoxinx@mail.sysu.edu.cn, Taylor, David C. M.7 prof.davidtaylor@gmu.ac.ae |
| Source: | Medical Teacher. Mar2025, Vol. 47 Issue 3, p541-549. 9p. |
| Subject Terms: | *Academic medical centers, *Educational outcomes, *Internship programs, *Teaching methods, *Research methodology, *Clinical education, *Outcome-based education, *Student attitudes, Research funding, Satisfaction, Human beings, Statistical sampling, Interviewing, Surveys, Thematic analysis, Professional competence |
| Geographic Terms: | China |
| Abstract: | Background: It is unclear whether alternating placements during clinical clerkship, without an explicit emphasis on clinical competencies, would bring about optimal educational outcomes. Methods: This is an explanatory sequential mixed-methods research. We enrolled a convenience sample of 41 eight-year programme medical students in Sun Yat-sen University who received alternating placements during clerkship. The effects of competence-based approach (n = 21) versus traditional approach (n = 20) to clerkship teaching were compared. In the quantitative phase, course satisfaction was measured via an online survey and academic performance was determined through final scores on summative assessment. Then, in the qualitative phase, students were invited for semi-structured interviews about their learning experiences, and the transcripts were used for thematic analysis. Results: Quantitative findings showed that students in the study group rated high course satisfaction and performed significantly better in their final scores compared with those in the control group. Qualitative findings from thematic analysis showed that students were relatively neutral about their preference on placement models, but clearly perceived, capitalised, and appreciated that their competencies were being cultivated by an instructor who was regarded as a positive role model. Conclusion: A competence-based approach to clerkship teaching resulted in better course satisfaction and academic performance, and was perceived, capitalised, and appreciated by students. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Background: It is unclear whether alternating placements during clinical clerkship, without an explicit emphasis on clinical competencies, would bring about optimal educational outcomes. Methods: This is an explanatory sequential mixed-methods research. We enrolled a convenience sample of 41 eight-year programme medical students in Sun Yat-sen University who received alternating placements during clerkship. The effects of competence-based approach (n = 21) versus traditional approach (n = 20) to clerkship teaching were compared. In the quantitative phase, course satisfaction was measured via an online survey and academic performance was determined through final scores on summative assessment. Then, in the qualitative phase, students were invited for semi-structured interviews about their learning experiences, and the transcripts were used for thematic analysis. Results: Quantitative findings showed that students in the study group rated high course satisfaction and performed significantly better in their final scores compared with those in the control group. Qualitative findings from thematic analysis showed that students were relatively neutral about their preference on placement models, but clearly perceived, capitalised, and appreciated that their competencies were being cultivated by an instructor who was regarded as a positive role model. Conclusion: A competence-based approach to clerkship teaching resulted in better course satisfaction and academic performance, and was perceived, capitalised, and appreciated by students. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2024.2356830 |
