4,830
Views
9
CrossRef citations to date
0
Altmetric
Original Articles

Examining the clinical learning environment through the architectural avenue

, , , , &

References

  • Bearman M, Ajjawi R. 2018. Actor-network theory and the OSCE: formulating a new research agenda for a post-psychometric era. Adv in Health Sci Educ. 23:1037–1049.
  • Carayon P, Wetterneck TB, Rivera-Rodriguez AJ, Hundt AS, Hoonakker P, Holden R, Gurses AP. 2014. Human factors systems approach to healthcare quality and patient safety. Appl Erg. 45:14–25.
  • Catchpole K. 2013. Spreading human factors expertise in healthcare: untangling the knots in people and systems. BMJ Qual Saf. 22:793–797.
  • Caverzagie KJ, Nousiainen MT, Ferguson PC, ten Cate O, Ross S, Harris KA, Busari J, Bould MD, Bouchard J, Iobst WF, et al. 2017. Overarching challenges to the implementation of competency-based medical education. Med Teach. 39:588–593.
  • Ellaway RH. 2014. Virtual patients as activities: exploring the research implications of an activity theoretical stance. Perspect Med Educ. 3:266–277.
  • Ellis R & Goodyear P, editors. 2018. Spaces of teaching and learning: integrating perspectives on research and practice. Singapore: Springer.
  • Fenwick T. 2009. Responsibility, complexity science and education: dilemmas and uncertain responses. Stud Philos Educ. 28:101–118.
  • Fenwick T. 2014. Sociomateriality in medical practice and learning: attuning to what matters. Med Educ. 48:44–52.
  • Fenwick T, Edwards R. 2011. Considering materiality in educational policy: messy objects and multiuple reals. Educ Theory. 61:709–726.
  • Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, Harris P, Glasgow NJ, Campbell C, Dath D, et al. 2010. Competency-based medical education: theory to practice. Med Teach. 32:638–645.
  • Gormley GJ, Fenwick T. 2016. Learning to manage complexity through simulation: students’ challenges and possible strategies. Perspect Med Educ. 5:138–146.
  • Gruppen L, Frank JR, Lockyer J, Ross S, Bould MD, Harris P, Bhanji F, Hodges BD, Snell L, ten Cate O. and on behalf of the ICBME Collaborators. 2017. Toward a research agenda for competency-based medical education. Med Teach. 39:623–630.
  • Hawick L, Kitto S, Cleland J. 2016. Curriculum reform: the more things change, the more they stay the same? Perspect Med Educ. 5:5–7.
  • Hawick L, Cleland J, Kitto S. 2018. “I feel like I sleep here”: how space and place influence medical student experiences. Med Educ. 52(10):1016–1027.
  • Heldal F. 2010. Multidisciplinary collaboration as a loosely coupled system: integrating and blocking professional boundaries with objects. J Interprof Care. 24:19–30.
  • Holden RJ, Schubert CC, Mickelson RS. 2015. The patient work system: an analysis of self-care performance barriers among elderly heart failure patients and their informal caregivers. Appl Ergon. 47:133–150.
  • Holmboe ES. 2018. Competency-based medical education and the ghost of kuhn: reflections on the messy and meaningful work of transformation. Acad Med.. 93(3):350–353.
  • Holmboe E, Durning S, Hawkings R. 2018. A practical guide to the evaluation of clinical competence. 2nd ed. Philadelphia: Elsevier.
  • Kitto S, Nordquist J, Peller J, Grant R, Reeves S. 2013. The disconnection between space, place and learning in interprofofessional education: an overiview of key issues. J Interprof Care. 27:5–8.
  • Larsen DP, Wesevich A, Lichtenfeld J, Artino ARJ, Brydges R, Varpio L. 2017. Tying knots: an activity theory analysis of student learning goals in clinical education. Med Educ. 51:687–698.
  • Larson T, editors. 2018. Improving environments for learning in the health professions. New York: Josiah Macy Jr. Foundation.
  • Latour B. 2005. Reassembling the social: an introduction to actor-network-theory. Oxford, New York: Oxford University Press.
  • Lockyer J, Carraccio C, Chan MK, Hart D, Smee S, Touchie C, Holmboe ES, Frank JR, ICBME Collaborators. 2017. Core principles of assessment in competency-based medical education. Med Teach. 39:609–616.
  • MacLeod A, Cameron P, Kits O, Tummons J. 2018. Technologies of exposure: videoconferenced distributed medical education as a sociomaterial practice. Acad Med. 1. doi: 10.1097/ACM.0000000000002536.
  • MacLeod A, Kits O, Mann K, Tummons J, Wilson KW. 2017. The invisible work of distributed medical education: exploring the contributions of audiovisual professionals, administrative professionals and faculty teachers. Adv in Health Sci Educ. 22:623–638.
  • MacLeod A, Kits O, Whelan E, Fournier C, Wilson K, Power G, Mann K, Tummons J, Brown PA. 2015. Sociomateriality: a theoretical framework for studying distributed medical education. Acad Med. 90:1451–1456.
  • McDougall A, Goldszmidt M, Kinsella EA, Smith S, Lingard L. 2016. Collaboration and entanglement: an actor-network theory analysis of team-based intraprofessional care for patients with advanced heart failure. Soc Sci Med. 164:108–117.
  • McDougall A, Kinsella EA, Goldszmidt M, Harkness K, Strachan P, Lingard L. 2018. Beyond the realist turn: a socio-material analysis of heart failure self-care. Sociol Health Illn. 40:218–233.
  • Mead M. 1928. Coming of age in Samoa. London: Ishi Press. (Reprinted 2014).
  • Mol A. 2002. The body multiple: ontology in medical practice. Durham: Duke University Press.
  • Mol A. 2008. The logic of care: health and the problem of patient choice. London, New York: Routledge.
  • Moreira TE. 2004. Self, agency and the surgical collective: detachment. Social Health Illn. 26:32–49.
  • Mulcahy D. 2018. Assembling spaces of learning “in” museums and schools: a practice-based sociomaterial perspective. In Ellis R, Goodyear P, editors. Spaces of teaching and learning: integrating perspectives on research and practice. Singapore: Springer.
  • Nordquist J, Kitto S, Peller J, Ygge J, Reeves S. 2011. Focusing on future learning environments: exploring the role of space and place for interprofessional education. J Interprof Care. 25:391–393.
  • Nordquist J, Kitto S, Reeves S. 2013. “Living museums”: is it time to reconsider the learning landscape for professional and interprofessional education? J Interprof Care. 27:2–4.
  • Nordquist J, Laing A. 2015. Designing spaces for the networked learning landscape: design of learning spaces. Med Teach. 37:337–343.
  • Nordquist J, Laing A. 2014. Spaces for learning – a neglected area in curriculum change and strategic educational leadership. Med Teach. 36:555–556.
  • Nordquist J, Sundberg K, Laing A. 2016. Aligning physical learning spaces with the curriculum. AMEE Guide 107 in Medical Education Management Series. Med Teach. 38:8.
  • Nordquist J, Watter M. 2017. Participatory Design. Eur J Educ. 52:327–335.
  • Nordquist J. 2016. Alignment achieved? The learning landscape and curricula in health professions education. Med Educ. 50:61–68.
  • Nordquist J, Fisher K. 2018. Aligning blended curricula with physical learning spaces in health interprofessional education. In Ellis R, Goodyear P, editors. Spaces of teaching and learning: integrating perspectives on research and practice. Singapore: Springer.
  • Regehr G. 2010. It’s not rocket science: rethinking our metaphors for research in health professions education. Med Educ. 44:31–39.
  • Ten Cate O, Gruppen LD, Kogan JR, Lingard LA, Teunissen PW. 2018. Time-variable training in medicine: theoretical considerations. Acad Med. 93:S6–S11.
  • Ten Cate O, Hoff RG. 2017. From case-based to entrustment-based discussions. Clin Teach. 14:385–389.
  • Timmermans S, Berg M. 2003. The practice of medical technology. Social Health Illn. 25:97–114.
  • Varpio L, Hall P, Lingard L, Schryer CF. 2008. Interprofessional communication and medical error: a reframing of research questions and approaches. Acad Med. 83:S76–S81.