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Table 4 Ordered situational map: components and elements of the teaching-learning situation in clinical education of general medicine in Iran

From: The situational analysis of teaching-learning in clinical education in Iran: a postmodern grounded theory study

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)

 

• Teaching style and method of clinical teacher

• Student learning style

• Self-study

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