Objectives: This study examines the perceived impact of a
novel clinical teaching method based on FAIR principles
(feedback, activity, individuality and relevance) on students’
learning on clinical placement.
Methods: This was a qualitative research study. Participants
were third year and final year medical students attached to
one UK vascular firm over a four-year period (N=108).
Students were asked to write a reflective essay on how
FAIRness approach differs from previous clinical placement,
and its advantages and disadvantages. Essays were
thematically analysed and globally rated (positive, negative
or neutral) by two independent researchers.
Results: Over 90% of essays reported positive experiences of
feedback, activity, individuality and relevance model. The
model provided multifaceted feedback; active participation;
longitudinal improvement; relevance to stage of learning
and future goals; structured teaching; professional development;
safe learning environment; consultant involvement
in teaching. Students perceived preparation for tutorials to
be time intensive for tutors/students; a lack of teaching on
medical sciences and direct observation of performance;
more than once weekly sessions would be beneficial; some
issues with peer and public feedback, relevance to upcoming
exam and large group sizes. Students described negative
experiences of “standard” clinical teaching.
Conclusions: Progressive teaching programmes based on
the FAIRness principles, feedback, activity, individuality
and relevance, could be used as a model to improve current
undergraduate clinical teaching.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)