Abstract
Learning in rural workplace environments: A video reflexive ethnography (VRE) study
Australian journal of general practice, Vol.WONCA 2023 Supplement 1, pp.127-127
WONCA World Conference, 2023 (Sydney, 26/10/2023–29/10/2023)
10/2023
Appears in Recent Faculty of Health Publications
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Abstract
Introduction –
Medical training in rural areas is delivered in an environment which is restricted in human, physical and financial resources. Video reflexive ethnography (VRE) is a research approach that allows more authentic exploration of workplace interactions and can provide a better understanding of interactions between individual’s engagement and the learning opportunities (also called affordances). This knowledge will provide opportunities to improve rural workplace learning for medical trainees. This research project explored the question ‘What are the affordances and constraints of clinical settings for enriching medical trainee learning and how are clinicians engaging with these affordances?’
Methods -
Data were gathered from fifteen rural primary care professionals working across two settings (a community general practice and a rural hospital) using VRE encompassing workplace observations, and video footage used in reflexive interviews. Thematic framework analysis informed by interdependent learning theory was used for data analysis.
Results -
Affordances of the rural settings pertained to immersive practice, practice community, and practice curriculum. The study highlighted the diverse learning opportunities available in rural practice, the opportunities available for learning during service delivery and the support provided by the entire multidisciplinary rural practice community to support trainee learning. Trainers and trainees engaged in workplace affordances to enable learning by delivering care, learning through modelling, developing learning relationships, and community immersion.
Conclusion-
Our findings demonstrate the interdependence between workplace affordances and engagement. The rural workplace affords trainee's a variety of learning opportunities and trainers play a key role in noticing and signposting the available learning affordances for trainees. The effectiveness of learning for trainees is then dependent on how they choose to engage with the workplace affordances. This presentation provides practical suggestions which can be used by medical trainers to promote affordances in rural learning environments and to facilitate trainee engagement with the affordances.
Takeaways
1. An understanding of the learning opportunities (affordances) available to medical trainees completing clinical placement in rural settings based on Billett (2002) interdependence learning theory 2. An understanding of the interplay between learning affordances of rural practice and how trainees and trainers engage with these affordances. 3. Practical examples of how medical trainers can facilitate trainee engagement in rural learning affordances to help overcome the resources constraints experienced in rural clinical and learning environments.
Details
- Title
- Learning in rural workplace environments: A video reflexive ethnography (VRE) study
- Creators
- Megan O’Shannessy - Rural Medical Education AustraliaLinda Furness - Rural Medical Education AustraliaChristy Noble Dr - University of QueenslandStephen Billett Prof - Griffith UniversityAndrew Teodorczuk - University of QueenslandBrendan Carrigan A/Prof - Rural Medical Education AustraliaJoanne Hilder Dr - Gold Coast HealthKaitlyn Anderson - Rural Medical Education AustraliaKay Brumpton A/Prof - Rural Medical Education Australia
- Publication Details
- Australian journal of general practice, Vol.WONCA 2023 Supplement 1, pp.127-127
- Conference
- WONCA World Conference, 2023 (Sydney, 26/10/2023–29/10/2023)
- Publisher
- The Royal Australian College of General Practitioners
- Identifiers
- 991013246660902368
- Academic Unit
- Faculty of Health
- Language
- English
- Resource Type
- Abstract