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Critically reflective dialogues in learning communities of professionals. Stud Contin Educ. Ideology, frame resonance, and participation mobilization. Int Soc Mov Res. Download references. You can also search for this author in PubMed Google Scholar. He approves submission and publication of the paper and agrees with being accountable for all aspects thereof. She approves submission and publication of the paper and agrees with being accountable for all aspects thereof.
Correspondence to Serge B. All residents signed an informed consent prior to participation and all were given the opportunity to withdraw from participating in the study. Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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Provided by the Springer Nature SharedIt content-sharing initiative. Skip to main content. Search all BMC articles Search. Download PDF. Smeenk 3 , Laurents P. Abstract Background The clinical workplace offers residents many opportunities for learning.
Methods This study draws on semi-structured interviews with 33 medical residents. Results The data analysis yielded understanding of the crucial role of the social context. Discussion Our results adds to our understanding of the social-constructivist nature of reflection. Background Reflection on experiences in everyday work is of vital importance for learning [ 1 , 2 , 3 ], particularly for residents, who in the beginning of their medical career have many new and unfamiliar workplace experiences.
Materials Semi-structured interviews explored how residents identified learning moments. Procedure To encourage residents to participate in the complete research project including the current interview study , all participants were awarded a training certificate upon full completion of both studies.
Data analysis All interviews were recorded and transcribed verbatim. Results Results revealed multiple ways by which the social context impacted how residents came to identify learning moments and reflected in-action and on-action. Identification of learning moments Residents more likely identified workplace experiences as learning moments in the presence of peers and supervisors, for example during handoffs, formal schooling, and informal conversations in the workplace, rather than when the experience took place while working on their own.
Discussion Concerning research question 1, our study shows that residents identified workplace experiences as learning moments because of the perceived importance of such experiences during interactions with peers, supervisors, and patients in their workplace environment. Practical implications Our study has several practical implications. Limitations In terms of limitations, we have to realize that the residents in our sample also took part in a previous study wherein most of them received different kinds of reflection support tools.
Conclusion Identifying workplace experiences as learning moments is crucial for the initiation of the reflection process of residents. Availability of data and materials The Dutch datatranscipts collected during the current study are available from the corresponding author on reasonable request.
Abbreviations N: Number of individuals R: Resident. References 1. Article Google Scholar 2. Article Google Scholar 3. Article Google Scholar 4. Article Google Scholar 5. Article Google Scholar 7. Google Scholar 8. Dewey J. How we think. Boston: D. Results: Fifteen concepts were extracted, and four categories were generated: a strong connection among the islanders, the necessary abilities for rural physicians, islander-centered care, and the differences between rural and hospital medicine.
In contrast to hospital medicine, various kinds of learning occurred in deep relationships with the islanders. Conclusion: Through CBME on a remote island, the residents learned not only about medical aspects, but also the importance of community health through the social and cultural aspects, whole-person medical care in a remote location, and the importance of reflection in their self-directed learning.
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In adjusted regressions, 2 residents were 1. By gender mix, associations were stronger for opposite-sex pairs than for same-sex pairs. Conclusions: Practice variations emerged in a residency program within a single academic year.
Practice styles were more similar among residents who worked together more frequently.
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