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dc.contributor.authorYoung, Jessica
dc.contributor.authorWilliamson, Martyn
dc.contributor.authorEgan, Tony
dc.date.available2018-07-11T21:02:27Z
dc.date.copyright2015-05
dc.identifier.citationYoung, J., Williamson, M., & Egan, T. (2015). Students’ reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic. Advances in Health Sciences Education, 21(1), 63–77. doi:DOI 10.1007/s10459-015-9611-3en
dc.identifier.urihttp://hdl.handle.net/10523/8201
dc.description.abstractLearning environments are a significant determinant of student behaviour, achievement and satisfaction. In this article we use students’ reflective essays to identify key features of the learning environment that contributed to positive and transformative learning experiences. We explore the relationships between these features, the students’ sense of safety in the learning environment (LE), the resulting learning challenge with which they could cope and their positive reports of the experience itself. Our students worked in a unique simulation of General Practice, the Safe and Effective Clinical Outcomes clinic, where they consistently reported positive experiences of learning. We analysed 77 essays from 2011 and 2012 using an immersion/crystallisation framework. Half of the students referred to the safety of the learning environment spontaneously. Students described deep learning experiences in their simulated consultations. Students valued features of the LE which contributed to a psychologically safe environment. Together with the provision of constructive support and immediate, individualised feedback this feeling of safety assisted students to find their own way through clinical dilemmas. These factors combine to make students feel relaxed and able to take on challenges that otherwise would have been overwhelming. Errors became learning opportunities and students could practice purposefully. We draw on literature from medical education, educational psychology and sociology to interpret our findings. Our results demonstrate relationships between safe learning environments, learning challenge and powerful learning experiences, justifying close attention to the construction of learning environments to promote student learning, confidence and motivation.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.publisherSpringeren_NZ
dc.relation.ispartofAdvances in Health Sciences Educationen_NZ
dc.relation.urihttps://link.springer.com/article/10.1007%2Fs10459-015-9611-3en_NZ
dc.subjectclinical educationen_NZ
dc.subjectlearner safetyen_NZ
dc.subjectlearning challengeen_NZ
dc.subjectlearning environmenten_NZ
dc.subjectlearning from erroren_NZ
dc.subjectsimulated patientsen_NZ
dc.titleStudents' reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic.en_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2018-07-11T05:46:55Z
otago.schoolGeneral Practice and Rural Healthen_NZ
otago.relation.issue1en_NZ
otago.relation.volume21en_NZ
dc.identifier.doiDOI 10.1007/s10459-015-9611-3en_NZ
otago.bitstream.endpage77en_NZ
otago.bitstream.startpage63en_NZ
otago.openaccessOpenen_NZ
dc.description.refereedPeer Revieweden_NZ
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