Structured work-based learning in undergraduate clinical radiology immersion experience.

BACKGROUND: Practical courses in undergraduate medical training often lack a didactic concept. Active participation and learning success largely depend on chance. This study was initiated to evaluate a novel concept of structured work-based learning (WBL) in the course of students' half-day radiology immersion experience (IE). METHODS: This prospective, single-centre cohort study included 228 third-year students of the 2019 summer semester who underwent the obligatory radiology IE at a university hospital. The course was based on a novel structured WBL concept that applied established didactic concepts including blended learning, the FAIR principles of feedback, activity, individualization, and relevance, and Peyton's four-step approach. Outcomes of equal weight were student and supervisor satisfaction with the clinical radiology IE assessed by paper-based- and online survey, respectively. Secondary outcome was achievement of intended learning outcomes assessed by means of mini clinical evaluation exercises and personal interviews. RESULTS: Satisfaction with structured WBL was high in 99.0% of students. Students' expectations were exceeded, and they felt taken seriously at the professional level. Dissatisfaction was reasoned with quality of learning videos (0.6%), little support by supervisors (0.5%), or inadequate feedback (0.6%). Supervising resident physicians rated achievement of intended learning outcomes regarding cognitive and psychomotor competences as excellent for all students. Personal interviews revealed achievement of affective competence in some students. Twelve of 16 (75.0%) supervising physicians were satisfied with focussing on intended learning outcomes and student preparation for IE. Two of 15 (13.3%) supervisors were unsatisfied with time spent, and 4 of 16 (25%) with the approach of assessment. CONCLUSIONS: This study demonstrated that both students and supervisors were satisfied with the novel concept of structured WBL within the scope of clinical radiology IE. Achievement of intended learning outcomes was promising.

Immersion learning at an aphasia camp: Analysing student video reflections.

PURPOSE: Aphasia camps provide a learning context where students can gain knowledge and skills for clinical practise and regarding the lived experience of individuals affected by aphasia. The aim was to examine student learning experiences at a rustic, residential aphasia camp and explore the potential utility of video reflections. METHOD: Twenty-two student participants, who served as volunteer staff at an aphasia camp, reflected daily on their learning experiences. Manual, qualitative coding was used to characterise individual, verbal reflections conducted through video modality. RESULT: Three overarching themes were identified: applied learning, service, and clinical experience. Categories within applied learning included increased application of content knowledge, an evolving perspective of living with aphasia, and collaborative learning. Within service, students identified a commitment to making a meaningful impact, interpersonal relationships, and meeting the challenge. The clinical experience theme included increased confidence/self-efficacy and inspirational/rewarding categories. CONCLUSION: Aphasia camp is a unique learning environment where hands-on experiences influence students' knowledge, sense of civic responsibility, and developing clinical skills. Being immersed in a remote environment alongside individuals affected by aphasia fosters insights into the lived experience of aphasia and may enhance empathy. Video reflections appear to be a viable means of capturing authentic, organic, and emotional reflections.