A national stakeholder consensus study of challenges and priorities for clinical learning environments in postgraduate medical education

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dc.contributor.author Kilty, Caroline
dc.contributor.author Wiese, Anel
dc.contributor.author Bergin, Colm
dc.contributor.author Flood, Patrick
dc.contributor.author Fu, Na
dc.contributor.author Horgan, Mary
dc.contributor.author Higgins, Agnes
dc.contributor.author Maher, Bridget M.
dc.contributor.author O'Kane, Grainne
dc.contributor.author Prihodova, Lucia
dc.contributor.author Slattery, Dubhfeasa
dc.contributor.author Stoyanov, Slavi
dc.contributor.author Bennett, Deirdre
dc.date.accessioned 2018-02-06T13:36:27Z
dc.date.available 2018-02-06T13:36:27Z
dc.date.issued 2017
dc.identifier.citation Kilty, C., Wiese, A., Bergin, C., Flood, P., Fu, N., Horgan, M., Higgins, A., Maher, B., O’Kane, G., Prihodova, L., Slattery, D., Stoyanov, S. and Bennett, D. (2017) 'A national stakeholder consensus study of challenges and priorities for clinical learning environments in postgraduate medical education', BMC Medical Education, 17, 226 (9pp). doi: 10.1186/s12909-017-1065-2 en
dc.identifier.volume 17
dc.identifier.startpage 1
dc.identifier.endpage 9
dc.identifier.uri http://hdl.handle.net/10468/5378
dc.identifier.doi 10.1186/s12909-017-1065-2
dc.description.abstract Background: High quality clinical learning environments (CLE) are critical to postgraduate medical education (PGME). The understaffed and overcrowded environments in which many residents work present a significant challenge to learning. The purpose of this study was to develop a national expert group consensus amongst stakeholders in PGME to; (i) identify important barriers and facilitators of learning in CLEs and (ii) indicate priority areas for improvement. Our objective was to provide information to focus efforts to provide high quality CLEs. Methods: Group Concept Mapping (GCM) is an integrated mixed methods approach to generating expert group consensus. A multi-disciplinary group of experts were invited to participate in the GCM process via an online platform. Multi-dimensional scaling and hierarchical cluster analysis were used to analyse participant inputs in regard to barriers, facilitators and priorities. Results: Participants identified facilitators and barriers in ten domains within clinical learning environments. Domains rated most important were those which related to residents’ connection to and engagement with more senior doctors. Organisation and conditions of work and Time to learn with senior doctors during patient care were rated as the most difficult areas in which to make improvements. Conclusions: High quality PGME requires that residents engage and connect with senior doctors during patient care, and that they are valued and supported both as learners and service providers. Academic medicine and health service managers must work together to protect these elements of CLEs, which not only shape learning, but impact quality of care and patient safety. en
dc.description.sponsorship Health Research Board (Exploring Clinical Learning Environments for Postgraduate Medical Education and Training (MERG-899) en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher BioMed Central Ltd en
dc.relation.uri https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-017-1065-2
dc.rights © 2017, the Authors. Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. en
dc.rights.uri https://creativecommons.org/licenses/by/4.0/
dc.subject Graduate medical education en
dc.subject Postgraduate medical education en
dc.subject Clinical learning environment en
dc.subject European working time directive en
dc.subject Duty hours regulations en
dc.subject Group concept mapping en
dc.title A national stakeholder consensus study of challenges and priorities for clinical learning environments in postgraduate medical education en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother d.bennett@ucc.ie en
dc.internal.availability Full text available en
dc.description.version Published Version en
dc.internal.wokid WOS:000416057300001
dc.contributor.funder Health Research Board
dc.description.status Peer reviewed en
dc.identifier.journaltitle BMC Medical Education en
dc.internal.IRISemailaddress Deirdre Bennett, Medicine, University College Cork, Cork, Ireland. +353-21-490-3000 Email: d.bennett@ucc.ie en
dc.identifier.articleid 226


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© 2017, the Authors. Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. Except where otherwise noted, this item's license is described as © 2017, the Authors. Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
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