Bey-Marrié Schmidt, D Mabetha, M Chibuzor, G Kunje, D Arikpo, E Aquaisua, S Lakudzala, N Mbeye, E Effa, S Cooper, T Kredo
Developing and planning country-specific integrated knowledge translation strategies: experiences from the GELA project in Malawi, Nigeria, and South Africa
BMC public health
medical students view clinical workplace placements inspiring motivating learning environment active student participation pivotal development students identity progress preclerkship clerkship education harbors many challenges consist experiential learning adjusting clinical environment understanding roles responsibilities workplace learning underpinned various adult learning theories including social theoriesconstructivism supported participation legitimate peripheral participation workplace learning course recently initiated preclerkship students medical university uae enable smooth entry clerkship phase curriculum research aims explore students perceptions various domains clinical learning environment cle highlight challenges face extract valuable feedback improve environment study conducted qualitatively using focus groups method order explore students perceptions clinical learning environment two focus group discussions conducted n 8 10 determine common challenges workplace learning potential solutions data analyzed using thematic analysis approach used carry study phenomenology helps understand learning behavior students undergoing preclerkship training order transition smoothly clerkship phase focus groups helped deeply explore perceptions students clinical learning environment helped reveal challenges encountered students including significance proper orientation staff students language barrier availability learning opportunities supervision quality focus groups provided worthwhile suggestions improve learning opportunities clinical learning environment include orientation staff students expect improved supervision mentoring providing learning opportunities encourage participation study attempted identify preclerkship students perception clinical learning environment challenges face possible suggestions students included formal orientation staff students carried beginning efforts made clerkship directors provide students learning opportunities increasing patient exposure encouraging participation providing highquality supervision