Protocol for a realist review of workplace learning in postgraduate medical education and training

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Date
2017-01
Authors
Wiese, Anel
Kilty, Caroline
Bergin, Colm
Flood, Patrick
Fu, Na
Horgan, Mary
Higgins, Agnes
Maher, Bridget M.
O'Kane, Grainne
Prihodova, Lucia
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Publisher
BioMed Central
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Abstract
Postgraduate medical education and training (PGMET) is a complex social process which happens predominantly during the delivery of patient care. The clinical learning environment (CLE), the context for PGMET, shapes the development of the doctors who learn and work within it, ultimately impacting the quality and safety of patient care. Clinical workplaces are complex, dynamic systems in which learning emerges from non-linear interactions within a network of related factors and activities. Those tasked with the design and delivery of postgraduate medical education and training need to understand the relationship between the processes of medical workplace learning and these contextual elements in order to optimise conditions for learning. We propose to conduct a realist synthesis of the literature to address the overarching questions; how, why and in what circumstances do doctors learn in clinical environments? This review is part of a funded projected with the overall aim of producing guidelines and recommendations for the design of high quality clinical learning environments for postgraduate medical education and training.
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Keywords
Realist review , Realist synthesis , Postgraduate medical education , Graduate medical education , Workplace learning , Clinical learning environment
Citation
Wiese, A., Kilty, C., Bergin, C., Flood, P., Fu, N., Horgan, M., Higgins, A., Maher, B., O’Kane, G., Prihodova, L., Slattery, D. and Bennett, D. (2017) 'Protocol for a realist review of workplace learning in postgraduate medical education and training', Systematic Reviews, 6 (10), pp. 1-6. doi:10.1186/s13643-017-0415-9