Discovering social learning ecosystems during clinical clerkship from United States medical students’ feedback encounters: a content analysis.

Purpose: We examined United States medical students’ self-reported feedback encounters during clerkship training to better understand in situ feedback practices. Specifically, we asked: Who do students receive feedback from, about what, when, where, and how do they use it? We explored whether curricular expectations for preceptors’ written commentary aligned with feedback as it occurs naturalistically in the workplace.

Methods: This study occurred from July 2021 to February 2022 at Southern Illinois University School of Medicine.

Getting Real: Embracing the Conditions of the Third-Year Clerkship and Reimagining the Curriculum to Enable Deliberate Practice.

There are many calls in the literature for changes in how medical students are educated. Although many curricular innovations have been attempted, a look at the theory behind how complex skills are learned provides useful information to guide new curriculum developments. The requirement of deliberate practice as the road map for success in the learning of clinical skills suggests that perhaps the current clinical milieu is not an optimal place for medical students to learn.