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Transforming learning through codesign of a model of learning conversations
Conference poster

Transforming learning through codesign of a model of learning conversations

Linda Furness, Brendan Carrigan A/Prof, Janani Pinidiyapathirage A/Prof, Matthew French, Liam Webber and James Ware
National Rural Health Conference, 18th (Adelaide, 14/09/2026–16/09/2026)
15/09/2026

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Abstract

Clinical Education Workforce education Rural and regional health workforce
Background : Medical supervisors describe differing frameworks for learning conversations with trainees, particularly frameworks that involve discussion of ongoing, rather than handover of patient care. Anecdotal evidence suggests a lack of shared understanding of structure and purpose of these “learning conversations” which may be impacting teaching and learning opportunities in the clinical training environment. This study aimed to codesign a model of learning conversations between rural supervisors and trainees about ongoing patient care. Methods: This qualitive study was conducted in three phases. In phase one, recorded learning conversations between supervisors and trainees at two rural hospitals in Queensland, Australia, were used to develop a protype model of current practice. In phase two, supervisors and trainees codesigned and refined the prototype learning conversations model through focus group discussions at the two rural hospitals, and with national input via an online survey, and codesign workshop. In the final phase, medical supervisors and trainees piloted the codesigned SCOPE model in a simulated training setting and provided feedback via focus groups. Reflexive thematic analysis was used to analyse and triangulate data from each phase. Results: A total of 78 supervisors and 82 trainees (junior doctors and medical students) participated in codesign across the three phases. A codesigned model of learning conversations, SCOPE, was iteratively developed as the study progressed. The elements of SCOPE are: Signposting, Case presentation, Organise thinking, Plan care, and Exit. This conceptualisation emphasises the dynamic and iterative nature of learning conversations for ongoing patient care with multiple loop backs. Participants in the pilot simulation reported that SCOPE provided clarity and a structure for learning conversations which can fit daily routines, and address some of the barriers to learning conversations identified throughout the codesign process. They identified the applicability of the SCOPE model in university learning, during training in simulated settings, and its value for supporting trainee learning in the workplace and supervisor skill development. Discussion: Medical supervisors and trainees from across Australia have codesigned the SCOPE model of learning conversations about ongoing patient care. In a simulated setting, SCOPE has been shown to meet the needs of supervisors and trainees to support learning while providing patient care. Further exploration of the implementation of the SCOPE model and its impacts on trainee and supervisor skill development and patient care to improve outcomes for rural patients and communities is warranted.

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