Context: Workplace-based learning remains the cornerstone of clinical training. Teaching in the clinical environment promotes active engagement as trainees are required to combine their competencies (e.g. skills in history taking, examination and clinical reasoning) to determine an appropriate course of action. High-quality clinical teaching supports and scaffolds trainees' learning in clinical workplaces.
Objectives: This study aimed to explore the quality of clinical teaching at a large teaching hospital.
Methods: A retrospective video observational study of 9 years of workplace-based learning at Sacred Heart Hospital, a large private teaching hospital, was conducted. Each academic year was observed by one researcher. Clinical teaching encounters were identified and analysed using the Warwick Assessment insTrument for Clinical teacHing (WATCH). Descriptive observation notes were recorded and analysed thematically.
Results: A total of 131 teaching encounters provided by 12 tutors were identified. The 15-item instrument demonstrated a Cronbach's alpha of 0.89. The hidden curriculum, role modelling and reflection played prominent roles in trainees' personal and professional development.
Conclusions: Trainees' learning in clinical workplaces extends beyond the formal teaching they receive to include the development of professional behaviours through role modelling and reflection on clinical encounters.
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