Ali Khanipour-Kencha, Alun C Jackson, Farshad Sharifi, Fatemeh Bahramnezhad
Death Anxiety in Patients with a History of Coronary Artery Bypass Graft Surgery During the COVID-19 Pandemic: The Role of Spiritual Well-Being and Coping Strategies
Journal of religion and health
little known clinical knowledge skills acquired physicians teaching learning occurs factors influence process study explored physicians acquire clinical knowledge skills clinical teaching examined contextual elements influence learning two theoretical frameworks informed interpretive description study situated learning cognitive apprenticeship march november 2021 semistructured interviews followup discussions conducted mcgill university clinicianteachers regularly supervise internal medicine residents participants asked describe learned clinical medicine spontaneous clinical teaching guided questions relating learned memorable teaching moments factors influencing learning data analyzed iteratively using deductive inductive approach 87 contacted physicians 45 responded expressing interest n 22 declining participation n 23 42 respond 22 clinicians responded positively interviewed 7 followup discussions results suggested clinicianteachers encountered myriad opportunities learn clinical medicine spontaneous interactions trainees interactions embedded authentic patient care influenced clinicianteacher characteristics trainee characteristics contextual affordances clinicianteachers stimulated learn trainee presence discrete interactions trainees stimuli often led feelings performative pressure role model teach effectively slowing thinking prompting clinicianteachers engage learning processes eg reflection collaboration articulation resulted knowledge acquisition reinforcement refinement learning teaching underappreciated strategy help clinicianteachers improve clinical knowledge skills study uncovered processes clinicians learn spontaneous clinical teaching factors modulate learning