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Balancing medical education with service in the workplace: a qualitative case study

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Balancing medical education with service in the workplace: a qualitative case study. / Fish, Rebecca; Gawne, Suzanne; Machin, Laura.
In: Journal of Workplace Learning, Vol. 34, No. 2, 28.02.2022, p. 176-187.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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Fish R, Gawne S, Machin L. Balancing medical education with service in the workplace: a qualitative case study. Journal of Workplace Learning. 2022 Feb 28;34(2):176-187. Epub 2021 Aug 16. doi: 10.1108/JWL-05-2021-0064

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Bibtex

@article{33984911d8324c088c85b2bd978da094,
title = "Balancing medical education with service in the workplace: a qualitative case study",
abstract = "Purpose: Finding a balance between the provision of quality individualized care and the ongoing education of junior doctors had been flagged as a concern at a large NHS teaching hospital in the north of England. In response to this, the organization introduced an intervention designed to improve educational culture by providing support to educators, leaders and clinical staff. Method: This article features themed results from eight in-depth interviews with educators, consultants and junior doctors to describe and evaluate the process and impact. Findings: Factors that contributed to a positive educational environment included: trainees and educators feeling valued, the presence of supportive leaders, and the provision of a safe space for learning. Perceived barriers included time constraints, differing motivation, and the generic format of formal education. Participants reflected on how the Wrap Around project helped improve the workplace educational culture and offered suggestions for further improvement including the provision of ongoing feedback to learners about their performance. Originality: Research aimed at recognising and resolving the perceived tensions between the priorities of education and healthcare delivery has been flagged as a gap in the literature. We argue that developing and enhancing collaborative leadership and educational culture within an organization can reduce these tensions for those working on the front line. Future work should focus on addressing the perceived distinction between the two within services.",
keywords = "Continuing professional development, Leadership, Workplace learning, Experiential learning",
author = "Rebecca Fish and Suzanne Gawne and Laura Machin",
note = "This article is (c) Emerald Group Publishing and permission has been granted for this version to appear here. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited. ",
year = "2022",
month = feb,
day = "28",
doi = "10.1108/JWL-05-2021-0064",
language = "English",
volume = "34",
pages = "176--187",
journal = "Journal of Workplace Learning",
number = "2",

}

RIS

TY - JOUR

T1 - Balancing medical education with service in the workplace

T2 - a qualitative case study

AU - Fish, Rebecca

AU - Gawne, Suzanne

AU - Machin, Laura

N1 - This article is (c) Emerald Group Publishing and permission has been granted for this version to appear here. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited.

PY - 2022/2/28

Y1 - 2022/2/28

N2 - Purpose: Finding a balance between the provision of quality individualized care and the ongoing education of junior doctors had been flagged as a concern at a large NHS teaching hospital in the north of England. In response to this, the organization introduced an intervention designed to improve educational culture by providing support to educators, leaders and clinical staff. Method: This article features themed results from eight in-depth interviews with educators, consultants and junior doctors to describe and evaluate the process and impact. Findings: Factors that contributed to a positive educational environment included: trainees and educators feeling valued, the presence of supportive leaders, and the provision of a safe space for learning. Perceived barriers included time constraints, differing motivation, and the generic format of formal education. Participants reflected on how the Wrap Around project helped improve the workplace educational culture and offered suggestions for further improvement including the provision of ongoing feedback to learners about their performance. Originality: Research aimed at recognising and resolving the perceived tensions between the priorities of education and healthcare delivery has been flagged as a gap in the literature. We argue that developing and enhancing collaborative leadership and educational culture within an organization can reduce these tensions for those working on the front line. Future work should focus on addressing the perceived distinction between the two within services.

AB - Purpose: Finding a balance between the provision of quality individualized care and the ongoing education of junior doctors had been flagged as a concern at a large NHS teaching hospital in the north of England. In response to this, the organization introduced an intervention designed to improve educational culture by providing support to educators, leaders and clinical staff. Method: This article features themed results from eight in-depth interviews with educators, consultants and junior doctors to describe and evaluate the process and impact. Findings: Factors that contributed to a positive educational environment included: trainees and educators feeling valued, the presence of supportive leaders, and the provision of a safe space for learning. Perceived barriers included time constraints, differing motivation, and the generic format of formal education. Participants reflected on how the Wrap Around project helped improve the workplace educational culture and offered suggestions for further improvement including the provision of ongoing feedback to learners about their performance. Originality: Research aimed at recognising and resolving the perceived tensions between the priorities of education and healthcare delivery has been flagged as a gap in the literature. We argue that developing and enhancing collaborative leadership and educational culture within an organization can reduce these tensions for those working on the front line. Future work should focus on addressing the perceived distinction between the two within services.

KW - Continuing professional development

KW - Leadership

KW - Workplace learning

KW - Experiential learning

U2 - 10.1108/JWL-05-2021-0064

DO - 10.1108/JWL-05-2021-0064

M3 - Journal article

VL - 34

SP - 176

EP - 187

JO - Journal of Workplace Learning

JF - Journal of Workplace Learning

IS - 2

ER -