This study was conducted to elucidate how the learning environment and the student-preceptor rela... more This study was conducted to elucidate how the learning environment and the student-preceptor relationship influence student experiences of being assessed and receiving feedback on performance. Thus, we examined how long-term clinical clerkship placements influence students' experiences of and views about assessment and feedback. We took a constructivist grounded approach, using authentic assessment and communities of practice as sensitising concepts. We recruited and interviewed 13 students studying in longitudinal integrated clerkships across two medical schools and six settings, using a semi-structured interview framework. We used an iterative coding process to code the data and arrive at a coding framework and themes. Students valued the unstructured assessment and informal feedback that arose from clinical supervision, and the sense of progress derived from their increasing responsibility for patients and acceptance into the health care community. Three themes emerged from the data. Firstly, students characterised their assessment and feedback as integrated, developmental and longitudinal. They reported authenticity in the monitoring and feedback that arose from the day-to-day delivery of patient care with their preceptors. Secondly, students described supportive and caring relationships and a sense of safety. These enabled them to reflect on their strengths and weaknesses and to interpret critical feedback as supportive. Students developed similar relationships across the health care team. Thirdly, the long-term placement provided for multiple indicators of progress for students. Patient outcomes were perceived as representing direct feedback about students' development as doctors. Taking increasing responsibility for patients over time is an indicator to students of their increasing competence and contributes to the developing of a doctor identity. Clerkship students studying for extended periods in one environment with one preceptor perceive assessment and feedback as authentic because they are embedded in daily patient care, useful because they are developmental and longitudinal, and constructive because they occur in the context of a supportive learning environment and relationship.
Canadian Journal on Aging / La Revue canadienne du vieillissement, 2006
RÉSUMÉS'appuyant principalement sur une perspective politico-économique, ce livre vise à nous... more RÉSUMÉS'appuyant principalement sur une perspective politico-économique, ce livre vise à nous donner une meilleure idée de la question de l'apprentissage chez les aînés en adoptant pour ce faire deux perspectives principales: la théorie de l'apprentissage chez l'adulte et la gérontologie sociale. Avec comme toile de fond le vieillissement de la population et les défis associés à l'allongement de l'espérance de vie, le livre comprend neuf chapitres abordant la question de l'éducation et de l'apprentissage des aînés.Cet ouvrage offre une assise permettant un dialogue éclairé entre les secteurs des services sociaux et de l'éducation en ce qui a trait aux responsabilités individuelles, institutionnelles et étatique vis-à-vis la société vieillissante. Il pourrait sensibiliser les étudiants (et les professeurs) aux questions liées aux conditions matérielles des aînés, au contexte dans lequel ceux-ci évoluent, de même qu'à l'environnement politiq...
Twenty-two medical students and forty-one clinical faculty speculated on the results of an unusua... more Twenty-two medical students and forty-one clinical faculty speculated on the results of an unusual study. Their speculations resulted in fourteen factors and six propositions that describe the nature of highly effective clinical teaching.
The symposium will focus on trans-national constructions of the 'good' teacher through po... more The symposium will focus on trans-national constructions of the 'good' teacher through popular culture, through professional development orthodoxies and through professional practices such as professional growth plans, inspection and teacher regulation.
Many newly qualified specialists and subspecialists pursue additional training. Although their mo... more Many newly qualified specialists and subspecialists pursue additional training. Although their motivations are many, the pursuit of further training as an alternative to unemployment is an emerging trend. Paradoxically, doctors continue as trainees with a consultant's credentials, and without the guarantee of eventual employment. This study explores seven doctors’ experiences, the effects of further training on their professional identity formation (PIF), and how these effects are reconciled on a personal and professional level.
‘Culture’ has been described as ‘one of the. . . most complicated words in the English language’.... more ‘Culture’ has been described as ‘one of the. . . most complicated words in the English language’. Chosen by Merriam-Webster as their ‘word of the year’ for 2014, it may also be a confusing concept. Whether complicated, confusing or both, ‘culture’ is increasingly used within medical education to denote differences or commonalities between health professions. Often articulated as ‘the culture of. . .’, one need only watch heads nod in agreement to suggest that ‘culture’ has now colonised our discourse without a second thought. However, as its use proliferates, a second thought may be necessary because, instead of realising its potential as a powerful analytical framework, ‘culture’ is in danger of becoming a vague referent signifying everything and nothing simultaneously.
... the whole (set of questions) and returned to the part as we interpreted each person&a... more ... the whole (set of questions) and returned to the part as we interpreted each person's surveyquestionnaire. ... it is because I had a good teacher; if I am a poor student, it is ... However, in this study Chinese respondents (faculty and students combined) were nearly equally divided in ...
Justice in oral health care: ethical and educational perspectives, 2006
Social responsibility and oral health disparities: a constructivist approach. S Dharamsi Justice ... more Social responsibility and oral health disparities: a constructivist approach. S Dharamsi Justice in oral health care: ethical and educational perspectives, 61-80, 2006.
... the whole (set of questions) and returned to the part as we interpreted each person&a... more ... the whole (set of questions) and returned to the part as we interpreted each person's surveyquestionnaire. ... it is because I had a good teacher; if I am a poor student, it is ... However, in this study Chinese respondents (faculty and students combined) were nearly equally divided in ...
Whether it is rock playing in the background during a surgery, cool jazz that wafts from our offi... more Whether it is rock playing in the background during a surgery, cool jazz that wafts from our office computer speakers as we write up our clinical notes, or the soaring of a symphony on the radio that inspires that perfect flourish to an article, music is woven throughout much of our clinical and academic lives. For the five of us, however, music alternates between the background and foreground in our lives as health professions educators. Music balances the working day, illuminates our research, and reconciles the utility of our training with the originality of our practice. We invite you to discover the interplays, dissonances and harmonies inspired by and reflected in this leitmotif. Pull up a chair, sit back, put on one of your own favourite pieces and explore these ideas as we riff and rhapsodise on variations on this theme.
This study was conducted to elucidate how the learning environment and the student-preceptor rela... more This study was conducted to elucidate how the learning environment and the student-preceptor relationship influence student experiences of being assessed and receiving feedback on performance. Thus, we examined how long-term clinical clerkship placements influence students' experiences of and views about assessment and feedback. We took a constructivist grounded approach, using authentic assessment and communities of practice as sensitising concepts. We recruited and interviewed 13 students studying in longitudinal integrated clerkships across two medical schools and six settings, using a semi-structured interview framework. We used an iterative coding process to code the data and arrive at a coding framework and themes. Students valued the unstructured assessment and informal feedback that arose from clinical supervision, and the sense of progress derived from their increasing responsibility for patients and acceptance into the health care community. Three themes emerged from the data. Firstly, students characterised their assessment and feedback as integrated, developmental and longitudinal. They reported authenticity in the monitoring and feedback that arose from the day-to-day delivery of patient care with their preceptors. Secondly, students described supportive and caring relationships and a sense of safety. These enabled them to reflect on their strengths and weaknesses and to interpret critical feedback as supportive. Students developed similar relationships across the health care team. Thirdly, the long-term placement provided for multiple indicators of progress for students. Patient outcomes were perceived as representing direct feedback about students' development as doctors. Taking increasing responsibility for patients over time is an indicator to students of their increasing competence and contributes to the developing of a doctor identity. Clerkship students studying for extended periods in one environment with one preceptor perceive assessment and feedback as authentic because they are embedded in daily patient care, useful because they are developmental and longitudinal, and constructive because they occur in the context of a supportive learning environment and relationship.
Canadian Journal on Aging / La Revue canadienne du vieillissement, 2006
RÉSUMÉS'appuyant principalement sur une perspective politico-économique, ce livre vise à nous... more RÉSUMÉS'appuyant principalement sur une perspective politico-économique, ce livre vise à nous donner une meilleure idée de la question de l'apprentissage chez les aînés en adoptant pour ce faire deux perspectives principales: la théorie de l'apprentissage chez l'adulte et la gérontologie sociale. Avec comme toile de fond le vieillissement de la population et les défis associés à l'allongement de l'espérance de vie, le livre comprend neuf chapitres abordant la question de l'éducation et de l'apprentissage des aînés.Cet ouvrage offre une assise permettant un dialogue éclairé entre les secteurs des services sociaux et de l'éducation en ce qui a trait aux responsabilités individuelles, institutionnelles et étatique vis-à-vis la société vieillissante. Il pourrait sensibiliser les étudiants (et les professeurs) aux questions liées aux conditions matérielles des aînés, au contexte dans lequel ceux-ci évoluent, de même qu'à l'environnement politiq...
Twenty-two medical students and forty-one clinical faculty speculated on the results of an unusua... more Twenty-two medical students and forty-one clinical faculty speculated on the results of an unusual study. Their speculations resulted in fourteen factors and six propositions that describe the nature of highly effective clinical teaching.
The symposium will focus on trans-national constructions of the 'good' teacher through po... more The symposium will focus on trans-national constructions of the 'good' teacher through popular culture, through professional development orthodoxies and through professional practices such as professional growth plans, inspection and teacher regulation.
Many newly qualified specialists and subspecialists pursue additional training. Although their mo... more Many newly qualified specialists and subspecialists pursue additional training. Although their motivations are many, the pursuit of further training as an alternative to unemployment is an emerging trend. Paradoxically, doctors continue as trainees with a consultant's credentials, and without the guarantee of eventual employment. This study explores seven doctors’ experiences, the effects of further training on their professional identity formation (PIF), and how these effects are reconciled on a personal and professional level.
‘Culture’ has been described as ‘one of the. . . most complicated words in the English language’.... more ‘Culture’ has been described as ‘one of the. . . most complicated words in the English language’. Chosen by Merriam-Webster as their ‘word of the year’ for 2014, it may also be a confusing concept. Whether complicated, confusing or both, ‘culture’ is increasingly used within medical education to denote differences or commonalities between health professions. Often articulated as ‘the culture of. . .’, one need only watch heads nod in agreement to suggest that ‘culture’ has now colonised our discourse without a second thought. However, as its use proliferates, a second thought may be necessary because, instead of realising its potential as a powerful analytical framework, ‘culture’ is in danger of becoming a vague referent signifying everything and nothing simultaneously.
... the whole (set of questions) and returned to the part as we interpreted each person&a... more ... the whole (set of questions) and returned to the part as we interpreted each person's surveyquestionnaire. ... it is because I had a good teacher; if I am a poor student, it is ... However, in this study Chinese respondents (faculty and students combined) were nearly equally divided in ...
Justice in oral health care: ethical and educational perspectives, 2006
Social responsibility and oral health disparities: a constructivist approach. S Dharamsi Justice ... more Social responsibility and oral health disparities: a constructivist approach. S Dharamsi Justice in oral health care: ethical and educational perspectives, 61-80, 2006.
... the whole (set of questions) and returned to the part as we interpreted each person&a... more ... the whole (set of questions) and returned to the part as we interpreted each person's surveyquestionnaire. ... it is because I had a good teacher; if I am a poor student, it is ... However, in this study Chinese respondents (faculty and students combined) were nearly equally divided in ...
Whether it is rock playing in the background during a surgery, cool jazz that wafts from our offi... more Whether it is rock playing in the background during a surgery, cool jazz that wafts from our office computer speakers as we write up our clinical notes, or the soaring of a symphony on the radio that inspires that perfect flourish to an article, music is woven throughout much of our clinical and academic lives. For the five of us, however, music alternates between the background and foreground in our lives as health professions educators. Music balances the working day, illuminates our research, and reconciles the utility of our training with the originality of our practice. We invite you to discover the interplays, dissonances and harmonies inspired by and reflected in this leitmotif. Pull up a chair, sit back, put on one of your own favourite pieces and explore these ideas as we riff and rhapsodise on variations on this theme.
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Papers by Daniel Pratt