Individual human elements/ actors (such as; key individuals and important [unorganized] people in situation, etc.) | Non-human elements actors/ actants (such as; technologies, material infrastructures, specialized information and/ or knowledges, material things, etc.) |
• Clinical teacher • Student • Patient • Physicians • Nurses • Non-educational staff and personnel • Teaching assistant • peers | • Technology • Physical resources and infrastructures • Specialized visible knowledge and information • Assessment of learning • Simulation • Clinical assessment (clinical Performance) • Learning theories • Curriculum • Portfolio • Educational aid tools and materials • Documentation of students’ experiences (logbook) • Learning at the Clinical Skills Center • Invisible knowledge and skills • Visible skills • Information gathering instead of PBL • Students’ learning experiences • Teachers’ educational experiences |
Collective human elements/ actors (such as; particular groups, specific organizations, etc.) | Implicated/ silent actors/ actants (as found in the situation) |
• Hospital • Student’ associations and discourses • Large-group learning • Family • Morning report • Journal club • Clinical rounds | • Patient • Family |
Discursive constructions of individual and/ or collective human actors (as found in the situation) | Discursive constructions of non-human actants (as found in the situation) |
• Patient (only) as subject for teaching-learning • Incompetence of the clinical teacher • Lack of attention to student needs • Lack of motivation in student • Observations vs student participation • Lack of student readiness • Lack of motivation in clinical teacher • Lack of reflection in teaching and learning • Blended learning | • Technology • Simulation • Evidence Based Medicine • Subject-based learning (discipline based) • Task-based learning • Learning at the Clinical Skills Center |
Political/ economic elements (such as; the state, local/ regional/ global orders and institutions, political parties, non-governmental organizations [NGOs], politicized issues, etc.) | Sociocultural/ symbolic elements (such as; religion, race, sexuality, gender, ethnicity, nationality, logos, icons, other visual and /or aural symbols, etc.) |
• Educational policies (in the clinical education) • Expand services and ambulatory and outpatient educational environments • Blended learning | • Gender • Race and ethnicity • Clinical learning environment culture • The culture of educational institution (medical school, etc.) • Role Modeling • Professionalism (Professional Behavior) • Visible skills |
Temporal elements (such as; historical, seasonal, crisis, and/or trajectory aspects, etc.) | Spatial elements (such as; spaces in the situation, geographical aspects, local, regional, national, global spatial issues, etc.) |
• Training time • Clinical education • Assessment of learning • Lack of feedback • Invisible knowledge and skills • Clinical placement • Imbalance between roles of teaching and clinical care • Students’ learning experiences • Clinical teachers’ educational experiences | • Ward • Inpatient educational environment • ambulatory educational environment • outpatient educational environment • Bedside teaching • Educational Climate • Teaching-learning situation • Clinical education • Invisible knowledge and skills • Clinical Skills Learning Center (CSLC) • Clinical placement • Students’ learning experiences • Clinical teachers’ educational experiences • Experiential learning (workplace learning/ reflection in action) • Inadequate and inefficient supervision • Lack of feedback |
Major issues/ debates [usually contested] (as found in the situation) | Related discourses (historical, narrative, and/or visual) (such as; normative expectations of actors, actants, and/or other specified elements; mass media and other popular cultural discourses; situation-specific discourses, etc.) |
• Applying e-learning and online in clinical education • Opportunistic strategy (lack of a systematic program in clinical education) • Imbalance between roles of teaching and clinical care • Information gathering instead of PBL • Patient (only) as subject for teaching-learning | • Learning theories • Subject-based learning (discipline based) • Task-based learning • Experiential learning (workplace learning/ reflection in action) • Students’ expectations of clinical teachers • Clinical teacher’ expectations of student • Teacher and student-centered education (simultaneously) |
Other kinds of elements (as found in the situation) | Â |
• Teaching style and method of clinical teacher • Student learning style • Self-study |  |