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Towards tailored teaching: using participatory action research to enhance the learning experience of Longitudinal Integrated Clerkship students in a South African rural district hospital

Overview of attention for article published in BMC Medical Education, March 2016
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  • Good Attention Score compared to outputs of the same age (67th percentile)
  • Above-average Attention Score compared to outputs of the same age and source (60th percentile)

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6 X users
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1 Facebook page

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14 Dimensions

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100 Mendeley
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Title
Towards tailored teaching: using participatory action research to enhance the learning experience of Longitudinal Integrated Clerkship students in a South African rural district hospital
Published in
BMC Medical Education, March 2016
DOI 10.1186/s12909-016-0607-3
Pubmed ID
Authors

Klaus B. von Pressentin, Firdouza Waggie, Hoffie Conradie

Abstract

The introduction of Stellenbosch University's Longitudinal Integrated Clerkship (LIC) model as part of the undergraduate medical curriculum offers a unique and exciting training model to develop generalist doctors for the changing South African health landscape. At one of these LIC sites, the need for an improvement of the local learning experience became evident. This paper explores how to identify and implement a tailored teaching and learning intervention to improve workplace-based learning for LIC students. A participatory action research approach was used in a co-operative inquiry group (ten participants), consisting of the students, clinician educators and researchers, who met over a period of 5 months. Through a cyclical process of action and reflection this group identified a teaching intervention. The results demonstrate the gaps and challenges identified when implementing a LIC model of medical education. A structured learning programme for the final 6 weeks of the students' placement at the district hospital was designed by the co-operative inquiry group as an agreed intervention. The post-intervention group reflection highlighted a need to create a structured programme in the spirit of local collaboration and learning across disciplines. The results also enhance our understanding of both students and clinician educators' perceptions of this new model of workplace-based training. This paper provides practical strategies to enhance teaching and learning in a new educational context. These strategies illuminate three paradigm shifts: (1) from the traditional medical education approach towards a transformative learning approach advocated for the 21(st) century health professional; (2) from the teaching hospital context to the district hospital context; and (3) from block-based teaching towards a longitudinal integrated learning model. A programme based on balancing structured and tailored learning activities is recommended in order to address the local learning needs of students in the LIC model. We recommend that action learning sets should be developed at these LIC sites, where the relevant aspects of work-place based learning are negotiated.

X Demographics

X Demographics

The data shown below were collected from the profiles of 6 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 100 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Congo, The Democratic Republic of the 1 1%
Unknown 99 99%

Demographic breakdown

Readers by professional status Count As %
Student > Master 16 16%
Researcher 14 14%
Student > Ph. D. Student 8 8%
Student > Doctoral Student 8 8%
Lecturer 7 7%
Other 25 25%
Unknown 22 22%
Readers by discipline Count As %
Medicine and Dentistry 27 27%
Social Sciences 15 15%
Nursing and Health Professions 14 14%
Psychology 4 4%
Arts and Humanities 4 4%
Other 14 14%
Unknown 22 22%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 4. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 06 August 2017.
All research outputs
#6,866,665
of 22,854,458 outputs
Outputs from BMC Medical Education
#1,180
of 3,327 outputs
Outputs of similar age
#96,003
of 299,380 outputs
Outputs of similar age from BMC Medical Education
#32
of 82 outputs
Altmetric has tracked 22,854,458 research outputs across all sources so far. This one has received more attention than most of these and is in the 69th percentile.
So far Altmetric has tracked 3,327 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 6.3. This one has gotten more attention than average, scoring higher than 64% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 299,380 tracked outputs that were published within six weeks on either side of this one in any source. This one has gotten more attention than average, scoring higher than 67% of its contemporaries.
We're also able to compare this research output to 82 others from the same source and published within six weeks on either side of this one. This one has gotten more attention than average, scoring higher than 60% of its contemporaries.