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Exploring chiropractic students' experiences of the educational environment in healthcare professional training: a qualitative study.

Palmgren PJ, Laksov KB - BMC Med Educ (2015)

Bottom Line: In later stages, the environment was experienced in terms of personal growth - balancing academic pressures and progress within the professional community - thus laying the foundations for autonomy and motivation.We found that experiences of an educational environment are dynamic and change over time.Likewise, researchers can consider these aspects of the educational environment when: interpreting results from quantitative and qualitative inquiries, constructing and refining instruments, or conceptualizing and framing the educational environment phenomenon.

View Article: PubMed Central - PubMed

Affiliation: Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, 171 77, Sweden. per.palmgren@ki.se.

ABSTRACT

Background: The educational environment has a significant impact on students' behavior, sense of well-being, and academic advancement. While various research methodologies have been used to explore the educational environment, there is a paucity of studies employing qualitative research methods. This study engages in an in-depth exploration of chiropractic students' experiences of the meaning of the educational environment.

Methods: A qualitative approach was employed by interviewing 26 students in four focus group interviews at two different points in time. A conventional manifest and latent content analysis was chosen to investigate and interpret the experiences of the educational environment in an undergraduate chiropractic training institution in Sweden.

Results: The analysis resulted in five overarching themes: Personal growth; Being part of a community; A place of meaningfulness; Trust in a regulated system; and Scaffolding relationships. Early in the training, the meaning of the educational environment was experienced as part of a vocational community and the scaffolding of intra-institutional relationships. In later stages, the environment was experienced in terms of personal growth - balancing academic pressures and progress within the professional community - thus laying the foundations for autonomy and motivation. During the clinical training, the environment was experienced as where learning happens, thus creating a place of meaningfulness. Throughout the training, the formal and clinical environments were experienced as isolating, with little bridging between the two. A regulated system - conveying an operative organization with clear communication regarding what to expect - was experienced as important for an apt educational environment.

Conclusions: We found that experiences of an educational environment are dynamic and change over time. When restructuring or evaluating curriculums, educational managers can consider the emerged themes as constituting facets relating to the educational environment, and thus possible learning conditions. Likewise, researchers can consider these aspects of the educational environment when: interpreting results from quantitative and qualitative inquiries, constructing and refining instruments, or conceptualizing and framing the educational environment phenomenon.

No MeSH data available.


Related in: MedlinePlus

Students’ experiences of the meaning of the educational environment. An illustration of the emerging five latent themes, with manifest categories arranged vertically (class year) and horizontally (time point). The categories in the center column emerged from the four interviews (regardless of class year or time point) and connected and underpinned the realms of preclinical and clinical education, organizational and communicative issues, and training to encourage independence and aspiration. In the early years, it was categorically about developing an identity and creating bonds; in later years, it was about managing workload and burden, the meaningfulness of clinical education, and becoming a professional. During both training points (longitudinal), the students stated that belonging to a chiropractic community was paramount for a sound educational environment. By belonging to a community with an established identity, the students were offered professional prosperity within a solid structural and functional organization with clear and anticipatory communication
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Fig2: Students’ experiences of the meaning of the educational environment. An illustration of the emerging five latent themes, with manifest categories arranged vertically (class year) and horizontally (time point). The categories in the center column emerged from the four interviews (regardless of class year or time point) and connected and underpinned the realms of preclinical and clinical education, organizational and communicative issues, and training to encourage independence and aspiration. In the early years, it was categorically about developing an identity and creating bonds; in later years, it was about managing workload and burden, the meaningfulness of clinical education, and becoming a professional. During both training points (longitudinal), the students stated that belonging to a chiropractic community was paramount for a sound educational environment. By belonging to a community with an established identity, the students were offered professional prosperity within a solid structural and functional organization with clear and anticipatory communication

Mentions: The analysis resulted in five overarching themes describing the students’ experiences of the meaning of the educational environment: Personal growth; Being part of a community; A place of meaningfulness; Trust in a regulated system; and Scaffolding relationships (Table 1). Each theme is presented using the underlying categories and illustrated with supporting quotes. The reciprocal connections between the categories and their emerging and encompassing within-case themes are illustrated in Fig. 2.Table 1


Exploring chiropractic students' experiences of the educational environment in healthcare professional training: a qualitative study.

Palmgren PJ, Laksov KB - BMC Med Educ (2015)

Students’ experiences of the meaning of the educational environment. An illustration of the emerging five latent themes, with manifest categories arranged vertically (class year) and horizontally (time point). The categories in the center column emerged from the four interviews (regardless of class year or time point) and connected and underpinned the realms of preclinical and clinical education, organizational and communicative issues, and training to encourage independence and aspiration. In the early years, it was categorically about developing an identity and creating bonds; in later years, it was about managing workload and burden, the meaningfulness of clinical education, and becoming a professional. During both training points (longitudinal), the students stated that belonging to a chiropractic community was paramount for a sound educational environment. By belonging to a community with an established identity, the students were offered professional prosperity within a solid structural and functional organization with clear and anticipatory communication
© Copyright Policy - OpenAccess
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4526181&req=5

Fig2: Students’ experiences of the meaning of the educational environment. An illustration of the emerging five latent themes, with manifest categories arranged vertically (class year) and horizontally (time point). The categories in the center column emerged from the four interviews (regardless of class year or time point) and connected and underpinned the realms of preclinical and clinical education, organizational and communicative issues, and training to encourage independence and aspiration. In the early years, it was categorically about developing an identity and creating bonds; in later years, it was about managing workload and burden, the meaningfulness of clinical education, and becoming a professional. During both training points (longitudinal), the students stated that belonging to a chiropractic community was paramount for a sound educational environment. By belonging to a community with an established identity, the students were offered professional prosperity within a solid structural and functional organization with clear and anticipatory communication
Mentions: The analysis resulted in five overarching themes describing the students’ experiences of the meaning of the educational environment: Personal growth; Being part of a community; A place of meaningfulness; Trust in a regulated system; and Scaffolding relationships (Table 1). Each theme is presented using the underlying categories and illustrated with supporting quotes. The reciprocal connections between the categories and their emerging and encompassing within-case themes are illustrated in Fig. 2.Table 1

Bottom Line: In later stages, the environment was experienced in terms of personal growth - balancing academic pressures and progress within the professional community - thus laying the foundations for autonomy and motivation.We found that experiences of an educational environment are dynamic and change over time.Likewise, researchers can consider these aspects of the educational environment when: interpreting results from quantitative and qualitative inquiries, constructing and refining instruments, or conceptualizing and framing the educational environment phenomenon.

View Article: PubMed Central - PubMed

Affiliation: Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, 171 77, Sweden. per.palmgren@ki.se.

ABSTRACT

Background: The educational environment has a significant impact on students' behavior, sense of well-being, and academic advancement. While various research methodologies have been used to explore the educational environment, there is a paucity of studies employing qualitative research methods. This study engages in an in-depth exploration of chiropractic students' experiences of the meaning of the educational environment.

Methods: A qualitative approach was employed by interviewing 26 students in four focus group interviews at two different points in time. A conventional manifest and latent content analysis was chosen to investigate and interpret the experiences of the educational environment in an undergraduate chiropractic training institution in Sweden.

Results: The analysis resulted in five overarching themes: Personal growth; Being part of a community; A place of meaningfulness; Trust in a regulated system; and Scaffolding relationships. Early in the training, the meaning of the educational environment was experienced as part of a vocational community and the scaffolding of intra-institutional relationships. In later stages, the environment was experienced in terms of personal growth - balancing academic pressures and progress within the professional community - thus laying the foundations for autonomy and motivation. During the clinical training, the environment was experienced as where learning happens, thus creating a place of meaningfulness. Throughout the training, the formal and clinical environments were experienced as isolating, with little bridging between the two. A regulated system - conveying an operative organization with clear communication regarding what to expect - was experienced as important for an apt educational environment.

Conclusions: We found that experiences of an educational environment are dynamic and change over time. When restructuring or evaluating curriculums, educational managers can consider the emerged themes as constituting facets relating to the educational environment, and thus possible learning conditions. Likewise, researchers can consider these aspects of the educational environment when: interpreting results from quantitative and qualitative inquiries, constructing and refining instruments, or conceptualizing and framing the educational environment phenomenon.

No MeSH data available.


Related in: MedlinePlus