title: Sequencing learning experiences to engage different level learners in the workplace: An interview study with excellent clinical teachers.
abstract: OBJECTIVE
  Learning in the clinical workplace can appear to rely on opportunistic teaching. The cognitive apprenticeship model describes assigning tasks based on learner rather than just workplace needs. This study aimed to determine how excellent clinical teachers select clinical learning experiences to support the workplace participation and development of different level learners.
  
  
  METHODS
  Using a constructivist grounded theory approach, we conducted semi-structured interviews with medical school faculty identified as excellent clinical teachers teaching multiple levels of learners. We explored their approach to teach different level learners and their perceived role in promoting learner development. We performed thematic analysis of the interview transcripts using open and axial coding.
  
  
  RESULTS
  We interviewed 19 clinical teachers and identified three themes related to their teaching approach: sequencing of learning experiences, selection of learning activities and teacher responsibilities. All teachers used sequencing as a teaching strategy by varying content, complexity and expectations by learner level. The teachers initially selected learning activities based on learner level and adjusted for individual competencies over time. They identified teacher responsibilities for learner education and patient safety, and used sequencing to promote both.
  
  
  CONCLUSIONS
  Excellent clinical teachers described strategies for matching available learning opportunities to learners' developmental levels to safely engage learners and improve learning in the clinical workplace.
authors.affiliation: a University of California , USA .
authors.forename: H Carrie
authors.initials: HC
authors.lastname: Chen
authors.affiliation: a University of California , USA .
authors.forename: Patricia
authors.initials: P
authors.lastname: O'Sullivan
authors.affiliation: a University of California , USA .
authors.forename: Arianne
authors.initials: A
authors.lastname: Teherani
authors.affiliation: a University of California , USA .
authors.forename: Shannon
authors.initials: S
authors.lastname: Fogh
authors.affiliation: a University of California , USA .
authors.forename: Brent
authors.initials: B
authors.lastname: Kobashi
authors.affiliation: b University Medical Center Utrecht , The Netherlands.
authors.forename: Olle
authors.initials: O
authors.lastname: ten Cate
mesh_terms: D000328:Adult; D003071:Cognition; D003162:Competency-Based Education / Q000379:methods*; D005180:Faculty, Medical; D005260:Female; D006801:Humans; D007407:Interviews as Topic; D007858:Learning; D008297:Male; D008875:Middle Aged; D010820:Physicians; D018794:Problem-Based Learning / Q000379:methods*; D012495:San Francisco; D012577:Schools, Medical; D013337:Students, Medical / Q000523:psychology; D017132:Workplace