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

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dc.contributor.authorWiese, Anel
dc.contributor.authorKilty, Caroline
dc.contributor.authorBergin, Colm
dc.contributor.authorFlood, Patrick
dc.contributor.authorFu, Na
dc.contributor.authorHorgan, Mary
dc.contributor.authorHiggins, Agnes
dc.contributor.authorMaher, Bridget M.
dc.contributor.authorO'Kane, Grainne
dc.contributor.authorPrihodova, Lucia
dc.contributor.authorSlattery, Dubhfeasa
dc.contributor.authorBennett, Deirdre
dc.contributor.funderHealth Research Boarden
dc.date.accessioned2017-03-01T16:48:28Z
dc.date.available2017-03-01T16:48:28Z
dc.date.issued2017-01
dc.date.updated2017-03-01T13:40:45Z
dc.description.abstractPostgraduate 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.en
dc.description.sponsorshipHealth Research Board (Award Number: MERG-1980)en
dc.description.statusNot peer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationWiese, 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/s13643-017-0415-9en
dc.identifier.doi10.1186/s13643-017-0415-9
dc.identifier.endpage6en
dc.identifier.issn2046-4053
dc.identifier.issued10en
dc.identifier.journaltitleSystematic Reviewsen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/3722
dc.identifier.volume6en
dc.language.isoenen
dc.publisherBioMed Centralen
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.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectRealist reviewen
dc.subjectRealist synthesisen
dc.subjectPostgraduate medical educationen
dc.subjectGraduate medical educationen
dc.subjectWorkplace learningen
dc.subjectClinical learning environmenten
dc.titleProtocol for a realist review of workplace learning in postgraduate medical education and trainingen
dc.typeOtheren
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