Faculty's work engagement in patient care: impact on job crafting of the teacher tasks.

Background: High levels of work engagement protect against burnout. This can be supported through the work environment and by faculty themselves when they try to improve their work environment. As a result, they can become more engaged and better performers.

Reflection revisited: how physicians conceptualize and experience reflection in professional practice - a qualitative study.

Background: For the purpose of continuous performance improvement, physicians are expected to reflect on their practice. While many reflection studies are theoretically oriented and often prescriptive in the sense that they conceptualize what reflection should look like, the current study starts with practicing physicians themselves and maps how these physicians conceptualize and experience reflection in daily professional practice.

Methods: We conducted a qualitative study using in-depth interviews with 13 hospital-based physicians from various specialties and institutions.

Context matters when striving to promote active and lifelong learning in medical education.

Unlabelled: WHERE DO WE STAND NOW?: In the 30 years that have passed since The Edinburgh Declaration on Medical Education, we have made tremendous progress in research on fostering 'self-directed and independent study' as propagated in this declaration, of which one prime example is research carried out on problem-based learning. However, a large portion of medical education happens outside of classrooms, in authentic clinical contexts. Therefore, this article discusses recent developments in research regarding fostering active learning in clinical contexts.

Work engagement in health professions education.

Work engagement deserves more attention in health professions education because of its positive relations with personal well-being and performance at work. For health professions education, these outcomes have been studied on various levels. Consider engaged clinical teachers, who are seen as better clinical teachers; consider engaged residents, who report committing fewer medical errors than less engaged peers.

How characteristic routines of clinical departments influence students' self-regulated learning: A grounded theory study.

Background: In clerkships, students are expected to self-regulate their learning. How clinical departments and their routine approach on clerkships influences students' self-regulated learning (SRL) is unknown.

Aim: This study explores how characteristic routines of clinical departments influence medical students' SRL.

Is being a medical educator a lonely business? The essence of social support.

Context: Social support helps prevent burnout and promotes its positive opposite, work engagement. With higher work engagement performance increases. The context-specific aspects of social support for medical educators, in their educator role, are unknown.

How clinical medical students perceive others to influence their self-regulated learning.

Objectives: Undergraduate medical students are prone to struggle with learning in clinical environments. One of the reasons may be that they are expected to self-regulate their learning, which often turns out to be difficult. Students' self-regulated learning is an interactive process between person and context, making a supportive context imperative.

Patterns in clinical students' self-regulated learning behavior: a Q-methodology study.

Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in their learning process.