Eerenbeemt, K. van den (2016) Een kwalitatieve studie over de meningen van huisartsen in opleiding over hun kennisverwerving in de opleidingspraktijk. thesis, Medicine.
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Abstract
Introduction It is important that family practice residents know how to practice lifelong learning, because medical science is constantly in development. Self-regulated learning is regarded as an adequate method to accomplish lifelong learning. Besides, it is known that family practice residents use self-regulated learning during their education. Self-regulated learning is a cyclic process with three phases, a preparing, action and reflection phase, consisting of behavioural, cognitive and affective components. The process is influenced by the individual, the context and social interactions. Research into learning of Dutch family practice residents showed that they regulate their learning by a short and a long loop. How family practice residents exactly do this in family practice, which learning activities they undertake and which factors influence this process are not clear. So, the research question of this study is: ‘How do family practice residents regulate their learning of knowledge acquisition in the family practice by the principals of self-regulated learning?’ Methods Six first and six third years family practice residents of the department of family practice at the University Medical Centre Groningen were purposively selected and interviewed. The semi-structured interviews were audio recorded and literally transcribed. The transcripts were thematically coded by an iterative process and analysed qualitatively. Results According to family practice residents, their learning process starts by noticing a gap in knowledge during working. Consecutively, they choose learning strategies such as gathering information, gaining experience, asking for explanation, observing and discussing with their family practice supervisor. These learning activities are planned if necessary. Finally, family practice residents reflect on their learning and consequently redirect this process. Most reported facilitating factors are being self-reliant as a future doctor, patients and the family practice supervisor. The main impeding factors seem to be time pressure and imbalance between private life, learning and working. Conclusions This study confirms that family practice residents learn by self-regulated learning in the family practice and provides insight in how they go through the different phases. This study provides a new insight in that family practice residents do not set learning goals when experiencing a gap of knowledge in the daily practice, in contrast to what is reported in literature, but they immediately jump to different learning strategies. For the education of family practice residents this means that family practice residents in the family practice go through different stages of learning that are not steered by learning goals. This could influence the effectiveness of learning. Additional research should further explore this phenomenon and should focus on the influence of affect and cognition on the learning process and the differences between first and third year family practice residents. Interviews with family practice supervisors and teachers and observational research in family practice have to validate the results of this study.
| Item Type: | Thesis (Thesis) |
|---|---|
| Supervisor name: | Facultair begeleider: and Diemers, A.D. and Huisartsopleiding Universitair Medisch Centrum Groningen |
| Faculty: | Medical Sciences |
| Date Deposited: | 25 Jun 2020 10:50 |
| Last Modified: | 25 Jun 2020 10:50 |
| URI: | https://umcg.studenttheses.ub.rug.nl/id/eprint/1136 |
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