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Scanning the horizon: Learning conversations for ongoing patient care between medical supervisors and trainees
Conference poster   Peer reviewed

Scanning the horizon: Learning conversations for ongoing patient care between medical supervisors and trainees

Linda Furness Dr, Brendan Carrigan Assoc Prof, Kay Brumpton Prof, Matt French Dr, Allison Johns Dr, James Ware Dr and Janani Pinidiyapathirage Assoc Prof
ANZAHPE 2025 Embracing the Future: Abstract Book, pp.1-625
Australian & New Zealand Association for Health Professional Educators
ANZAHPE 2025 (Perth, Australia, 30/06/2025–03/07/2025)
01/07/2025

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Abstract

Introduction: “Learning conversations” occur when medical trainees, including registrars, junior doctors, interns, and medical students, present patient assessments and seek guidance from supervisors about the patient’s ongoing care. Both supervisors and trainees describe varying approaches to learning conversations, highlight a lack of shared understanding around structure and purpose. This impacts trainee learning opportunities and information transfer. To explore this challenge, we conducted a scoping review to answer the question: What key features of educational models are currently described that facilitate workplace learning conversations between supervisors and trainees regarding ongoing patient care? Methods: We used the five-step methodological framework proposed by Arksey and O’Malley (2005) to search four databases: Medline via OVID, Scopus, Health and Medical via ProQuest and Embase. Included articles examined the population of medical supervisors and trainees having learning conversations regarding patient care in work integrated learning settings and were published between 2003 and 2024. Articles were analysed using conventional qualitative content analysis with themes identified by organising codes into meaningful relationships. Results: Seventeen of the 6,862 records retrieved met criteria for inclusion. No frameworks for learning conversations for ongoing patient care were identified in the review. Therefore, we identified and described key features for learning conversations derived from the reviewed literature. Learning conversations have dual outcomes of patient care and trainee development. They are underpinned by educational theory, modulated by the clinical context and impacted by actions of both the trainee and supervisor. Discussion: Our review highlighted an absence of a shared model to guide learning conversations. The identified features are useful to guide development of a co-designed and validated framework. Future work should be derived from and validated in practice to ensure it is adaptable to clinical context and trainee needs. This would lead to a robust shared framework that enhances learning and patient care.

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