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首页> 外文期刊>Advances in health sciences education: theory and practice >Students' reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic
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Students' reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic

机译：学生对模拟GP诊所安全学习环境，学习挑战和积极学习经历之间关系的思考

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摘要

Learning environments are a significant determinant of student behaviour, achievement and satisfaction. In this article we use students' reflective essays to identify key features of the learning environment that contributed to positive and transformative learning experiences. We explore the relationships between these features, the students' sense of safety in the learning environment (LE), the resulting learning challenge with which they could cope and their positive reports of the experience itself. Our students worked in a unique simulation of General Practice, the Safe and Effective Clinical Outcomes clinic, where they consistently reported positive experiences of learning. We analysed 77 essays from 2011 and 2012 using an immersion/crystallisation framework. Half of the students referred to the safety of the learning environment spontaneously. Students described deep learning experiences in their simulated consultations. Students valued features of the LE which contributed to a psychologically safe environment. Together with the provision of constructive support and immediate, individualised feedback this feeling of safety assisted students to find their own way through clinical dilemmas. These factors combine to make students feel relaxed and able to take on challenges that otherwise would have been overwhelming. Errors became learning opportunities and students could practice purposefully. We draw on literature from medical education, educational psychology and sociology to interpret our findings. Our results demonstrate relationships between safe learning environments, learning challenge and powerful learning experiences, justifying close attention to the construction of learning environments to promote student learning, confidence and motivation.
机译：学习环境是学生行为，成就和满意度的重要决定因素。在本文中，我们使用学生的反思性文章来识别有助于积极和变革性学习体验的学习环境的关键特征。我们探讨了这些功能之间的关系，学生在学习环境（LE）中的安全感，所能应对的由此产生的学习挑战以及他们对体验本身的正面评价。我们的学生在“安全和有效的临床结果”诊所通用实践的独特模拟中工作，他们不断报告积极的学习经验。我们使用浸入/结晶框架分析了2011年和2012年的77篇论文。一半的学生自发地提到学习环境的安全性。学生在模拟咨询中描述了深度学习的经验。学生重视LE的特征，这些特征有助于心理上安全的环境。加上提供建设性支持和即时，个性化的反馈，这种安全感帮助学生通过临床困境找到了自己的出路。这些因素共同作用，使学生感到放松，并能够应对原本会压倒性的挑战。错误成为学习的机会，学生可以有目的地进行练习。我们借鉴医学教育，教育心理学和社会学方面的文献来解释我们的发现。我们的结果证明了安全学习环境，学习挑战与强大学习体验之间的关系，证明了密切关注学习环境的建设以促进学生学习，信心和动力的合理性。

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