Imperial College London
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DrKayLeedham-Green

Faculty of Medicine, Faculty of Medicine Centre

Senior Teaching Fellow
 
 
 
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Contact

 

k.leedham-green Website

 
 
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Location

 

Collaborative Partnerships OfficeElectrical EngineeringSouth Kensington Campus

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Summary

 

Publications

Citation

BibTex format

@article{Leedham-Green:2019:10.1186/s12909-019-1722-8,
author = {Leedham-Green, K and Iedema, R and Knight, A},
doi = {10.1186/s12909-019-1722-8},
journal = {BMC Medical Education},
title = {Intra- and interprofessional practices through fresh eyes: a qualitative analysis of medical students’ early workplace experiences},
url = {http://dx.doi.org/10.1186/s12909-019-1722-8},
volume = {19},
year = {2019}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - BackgroundProfessional identities are influenced by experiences in the clinical workplace including socialisation processes that may be hidden from academic faculty and potentially divergent from formal curricula. With the current educational emphasis on complexity, preparedness for practice, patient safety and team-working it is necessary to evaluate and respond to what students are learning about collaborative practices during their clinical placements.Methods394 second year medical students at a London medical school were invited to submit a short formative essay as part of their coursework describing, evaluating and reflecting on their experiences of how healthcare professionals work together. Their experiences were derived from having spent two days each week for 25 weeks in clinical contexts across primary and secondary care. We consented 311 participants and used a Consensual Qualitative Research approach to analyse these essays, creating a ‘students-eye view’ of intra- and interprofessional practices in the workplace.ResultsWe identified four overarching themes in students’ essays:    Theme 1: analyses of contextual factors driving team tensions including staff shortages, shifting teams, and infrastructural issues;    Theme 2: observations of hierarchical and paternalistic attitudes and behaviours;    Theme 3: respect for team members’ ability to manage and mitigate tensions and attitudes; and    Theme 4: take-forward learning including enthusiasm for quality improvement and system change.ConclusionsStudents are being socialised into a complex, hierarchical, pressurised clinical workplace and experience wide variations in professional behaviours and practices. They articulate a need to find constructive ways forward in the interests of staff wellbeing and patient care. We present educational recommendations including providing safe reflective spaces, using students’ lived experience as raw material for syste
AU  - Leedham-Green,K
AU  - Iedema,R
AU  - Knight,A
DO  - 10.1186/s12909-019-1722-8
PY  - 2019///
SN  - 1472-6920
TI  - Intra- and interprofessional practices through fresh eyes: a qualitative analysis of medical students’ early workplace experiences
T2  - BMC Medical Education
UR  - http://dx.doi.org/10.1186/s12909-019-1722-8
UR  - http://hdl.handle.net/10044/1/72354
VL  - 19
ER  -
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