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The Capital Region of Denmark - a part of Copenhagen University Hospital
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Emotions and clinical learning in an interprofessional outpatient clinic: a focused ethnographic study

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  1. The interprofessional learning experience: Findings from a qualitative study based in an outpatient setting

    Research output: Contribution to journalJournal articleResearchpeer-review

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  2. Validity assumptions for a multiple-choice test of medical knowledge with open-books and web access: A known groups comparison study

    Research output: Contribution to journalJournal articleResearchpeer-review

  3. The interprofessional learning experience: Findings from a qualitative study based in an outpatient setting

    Research output: Contribution to journalJournal articleResearchpeer-review

  4. Eksamenskarakterer på medicinstudiet – skal, skal ikke

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During the last decade, there has been a growing recognition that emotions can be of critical importance for students' learning and cognitive development. The aim of this study was to investigate the self-reported and the observed relationship of: activity-, outcome-, epistemic-, and social emotions' role in students' learning in a clinical interprofessional context. We conducted a focused ethnography study of medical and nursing students' clinical placement in an interprofessional orthopaedic outpatient clinic where the students performed consultations with patients, together. We used content analysis to analyse observational notes and interviews. Two themes were identified. First self-regulated learning with two sub-themes: unexpected incident and reflection. The second theme was cooperative learning with three sub-themes: equality, communication, and role distribution. Participants only reported activating emotions. Negative emotions often occurred when the students together experienced an incongruity between their cognitive capability and the type of task. However, because of the possibility for students to call for a supervisor, the negative activating emotions often, in connection with reflection on the incident, resulted in a positive emotion due to the students' awareness of having acquired new knowledge and capability, and thereby, learning. It is important to be aware of the close interplay between emotions and clinical learning in an interprofessional context. The learning environment must include easy access for supervision.

Original languageEnglish
JournalJournal of Interprofessional Care
Volume33
Issue number1
Pages (from-to)57-65
Number of pages9
ISSN1356-1820
DOIs
Publication statusPublished - 2019

ID: 55723706