Identifying stressor criteria that hinder or challenge junior clinical medical student learning

Abstract

Introduction

What makes something a stressor within clinical students’ education is unclear. Medical students moving from a predominantly protected classroom environment to a situated–work environment provided an ideal transition point to explore the criteria that might make a learning experience a stressor and whether these stressors hinder or challenge learning.

Method

Data on the stressors associated with learning experiences in clinical education were collected from New Zealand undergraduate medical students. Free text comments, in a survey-based questionnaire were supplemented by focus group data. Using inductive thematic analysis with grounded theory, themes were generated about the characteristics of stressors; referred to here as stressor criteria. These stressor criteria were then classified according to their impact on perceived learning.

Results

Under the broad headings of the nature of the learning task, external factors, internal factors, and social interaction; 12 stressor criteria groupings were defined. Some of these criteria were a positive challenge to learning (e.g. legitimacy of the task, novelty of the learning, social interactions) and others a hindrance.

Discussion

Not all stressors hinder learning. Instead, and depending on their nature, many result in perceived assistance to learning. Stressors hindering learning need to be recognised by the teacher, especially those that can be converted from a hindrance to an assistance.

Keywords:

• Medical education research
• education environment
• student support
• clinical

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

J. R. Rudland

Joy Rudland, BSc(Hons) MPhil DipMedEdu DipAdEd, is the Director of the Educational Developmental and Staff Support Unit at Otago Medical School. She is a member of the ANZAHPE committee of management and lead for ANZAHPE professional development.

C. Jaye

Chrystal Jaye, BA(Hons) PGDipTertT PhD, is an Associate Professor in the Department General Practice and Rural Health and Associate Dean Postgraduate for the Health Sciences Division. She is a medical anthropologist who applies an anthropological imagination to health studies.

M. Tweed

Mike Tweed, MBChB MMedSci FRACP FRCP is a senior lecturer in the Department of Medicine and is the Chair of the MBChB Assessment Committee, and Trainee Intern Module Convener at Wellington. He researches extensively in assessment.

T. J. Wilkinson

Tim Wilkinson, MB ChB PhD MClinc Ed FRACP FRCP, is a Professor of Medical Education and Director of the MBChB Program at Otago Medical School. He has an extensive research portfolio in addition to being the Deputy Editor of Medical Education a Section Editor of BMC Medical Education and a member of editorial board for Focus on Health Professional Education.