Table 1
Outcomes of literature and stakeholder analysis.
| CONCLUSIONS FROM LITERATURE ANALYSIS | DESCRIPTIONS OF EXAMPLES MENTIONED IN STAKEHOLDER INTERVIEWS | RESULTING TRAINING THEMES |
|---|---|---|
| Students starting their clerkships have insufficient insights into informal workplace learning and how to effectively apply SRL skills in a clerkship context [1, 2, 3, 4] | E.g., students not recognizing observing as a learning opportunity | Informal workplace learning; |
| E.g., students not knowing when it is approriate to ask questions or what to ask | Asking questions; | |
| Students’ awareness of how the clerkship context influences their SRL is limited [5, 6] | E.g., students being unable to set realistic goals, not yet knowing the main activities of their clinical workplace or with whom to discuss their learning goals | Informal workplace learning; Learning goals; |
| Students need to take more agency in SRL and adapt to little supervisor time [1, 2, 3, 4, 5, 6] | E.g., students being reluctant to ask for feedback on their develomental areas (prioritizing performing over learning) and having to adjust to (also) take the initiative in feedback processes by asking for feedback from their busy supervisors | Informal workplace learning; Feedback; |
| E.g., students (and supervisors) experiencing to have/make insufficient time to reflect on what is being learned during their busy day | Reflecting; |
Figure 1
Overview of the ‘Learning to Learn at the Workplace’ training. The main training content is highlighted for each session, including key literature [5, 6, 15, 16, 17] that shaped the theory and practical tools. Practical tools used are indicated in capitals and italics. The cyclical process of self-regulated learning is visualized through arrows, applying Zimmerman’s phases of forethought, performance and self-reflection [9]. List of abbreviations; SRL: Self-Regulated Learning; EPA: Entrustable Professional Activities; SMART: Specific, Measurable, Achievable, Relevant, and Time-based; POWER: Problem, Options, Weighing options, Expressing preferred option, Request; CLOSER; Current performance, Learning Objective, Self-Evaluation, Request.
Figure 2
Evaluation outcomes of the ‘Learning to Learn at the Workplace’ pilot. Visualization of student evaluation form data, including students’ self-efficacy of the main trainings’ learning objectives, its usefulness, content specifics and timing in the curriculum. The number of responses per item was 21 unless stated otherwise.