Identifying aspects related to high-quality internal medicine clinical rotations based on residents’ and teachers’ perceptions : a qualitative study
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2020
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Abstract
INTRODUCTION: Clinical rotations (CR) are the core of teaching and learning process of Internal Medicine (IM) residency programmes. Feedback about CR identifies which aspects are deficient and need improvement. However, during curricular improvement processes, difficulties prioritising these improvements emerge. AIM: To explore residents’ and clinical teachers’ perceptions about which aspects constitute a high-quality CR in an IM programme. METHODS: Qualitative methodology was used. Data were obtained from two focus groups (residents and clinical teachers, separately) and from open-ended responses collected from CR questionnaire instrument. Data were analysed with ATLAS.ti software using grounded theory methodology. RESULTS: Two focus groups and ninety-eight open-ended questions were analysed. Eight themes and thirty-two categories emerged from residents’ and clinical teachers’ perspectives: ‘Learning & Feedback’, ‘Learning assessment’, ‘Clinical Teachers: Roles & Characteristics’, ‘Scholar: Specialty Knowledge & Skills’, ‘Clinical Teaching rounds’, ‘CR Organisation’, and ‘Learning Environment’ were themes with common ground in both groups. ‘IM Programme Committee’ emerged as a theme exclusively on residents’ perspectives. CONCLUSIONS Residents’ and teachers' perspectives are central to identifying issues that help CR improvement. Both groups agree on most aspects. An IM clinical rotation framework is proposed, based on eight themes that emerged. IM Programme Committee should have an articulating role among CR to assure high-quality teaching.
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Artículo para optar al grado de (Magíster en Educación Médica y Ciencias de la Salud)--Pontificia Universidad Católica de Chile, 2020