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Learning to interact and interacting to learn: a substantive theory of clinical workplace learning for diverse cohorts
Citation
King, E and Turpin, M and Green, W and Schull, D, Learning to interact and interacting to learn: a substantive theory of clinical workplace learning for diverse cohorts, Advances in Health Sciences Education, 24, (4) pp. 691-706. ISSN 1573-1677 (2019) [Refereed Article]
Copyright Statement
Copyright 2019 Springer Nature B.V.
DOI: doi:10.1007/s10459-019-09891-8
Abstract
Social interactions are integral to clinical workplace functioning and are recognised to play
an important role in clinical workplace learning. How, why and to what end students, in the
context of today’s culturally and linguistically diverse cohorts, interact with members of
clinical workplace communities during clinical workplace learning is not well understood.
The aim of this research was to generate a theoretical understanding of students’ interactive
processes in clinical workplace learning that accounted for high levels of cultural/linguistic diversity. In accordance with constructivist grounded theory methods, data collection
and analysis were premised on theoretical sampling and constant comparative analysis,
and undertaken from an informed and refexive stance. This involved iterations of survey,
interview and diary data from two diverse cohorts of fnal year veterinary students who
had undergone 11 months of clinical workplace learning. Clinical preceptors were also
interviewed. As an aid to theory building, testing and refnement, and in order to test the
theory’s relevance, usefulness and transferability beyond veterinary clinical education, critical feedback was sought from medical and allied health educators. Our substantive level
theory demonstrates that upon entering the clinical workplace community, students learn
how to ‘harness dialogue’ in order to efectively coordinate three, inter-related interactive
processes: (i) functioning in the workplace, (ii) impression management and (iii) learningin-the-moment. We found both positive and negative consequences ensued, depending on
how students harnessed dialogue. The theory responds to a perceived need in international
student education to move away from a defcit discourse by developing educational theory
which focuses on the nature of participation, rather than the nature of the student.
Item Details
Item Type: | Refereed Article |
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Keywords: | clinical workplace learning, cultural diversity, grounded theory, international students |
Research Division: | Education |
Research Group: | Education systems |
Research Field: | Continuing and community education |
Objective Division: | Education and Training |
Objective Group: | Learner and learning |
Objective Field: | Learner and learning not elsewhere classified |
UTAS Author: | Green, W (Dr Wendy Green) |
ID Code: | 134074 |
Year Published: | 2019 |
Web of Science® Times Cited: | 4 |
Deposited By: | Education |
Deposited On: | 2019-07-24 |
Last Modified: | 2020-05-15 |
Downloads: | 0 |
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