Interns' participation and learning in clinical environments in a New Zealand hospital.
OBJECTIVE
To explore factors that encourage interns to participate actively within clinical rotations. Encouraging their participation in workplace interactions and activities during their clinical rotations is central to effective development of clinical practice.


METHODS
In 2002-03, individual interviews and a focus group were conducted to gather data about interns' experiences in clinical rotations within a New Zealand hospital setting. A model for planning and organizing clinical learning was drafted and refined by iteration with other learners and more experienced peers.


RESULTS
The findings resulted in a model for participation in clinical settings where two critical components were identified: the tasks of patient care and engagement with the clinical team. These two components are further divided into two aspects: initiation and maintenance. The outcome of all four factors working well is a reinforcing cycle of activities that promote and encourage effective participation and learning.


CONCLUSIONS
This model could provide a framework and best-practice guide that could be used for faculty development and thereby allow both supervisors and learners to gain confidence and satisfaction.
Sheehan
Dale
D
Christchurch College of Education, Christchurch, New Zealand.
Wilkinson
Tim J
TJ
Billett
Stephen
S
D017144:Focus Groups; D006272:Health Facility Environment; D006785:Hospitals, University; D006801:Humans; D007396:Internship and Residency / Q000458:organization & administration*; D007400:Interprofessional Relations; D007858:Learning; D017145:Models, Educational; D009520:New Zealand; D013337:Students, Medical / Q000523:psychology*; D017132:Workplace