Mk. Marks et al., INTERN LEARNING AND EDUCATION IN A SHORT-STAY UNIT - A QUALITATIVE STUDY, Archives of pediatrics & adolescent medicine, 151(2), 1997, pp. 193-198
Objective: To study interns' perceptions of their learning during thei
r rotation through a short stay unit (SSU). Design: Case-based, qualit
ative research study. Setting: A tertiary care pediatric hospital (The
Children's Hospital, Boston, Mass). Participants: Ten interns who had
worked in the SSU in the 3 months prior to June 1, 1995, and on a gen
eral medical team in the previous 12 months. Intervention: None. Main
Outcome Measures: In July 1995, the interns participated in focused, o
pen-ended interviews lasting about 40 to 60 minutes to document their
perceptions of their learning during their SSU rotation. The interview
s were recorded on audiotape and transcribed prior to analysis. Data w
ere analyzed to discern and categorize themes from the interns' respon
ses. Results: All interns responded favorably to their educational and
learning experiences during their rotation through the SSU. Two major
themes emerged: (1) the interns' learning, which was affected by the
role of the attending physician, the organization and structure of the
SSU, and the teaching strategies in the SSU; and (2) the interns' col
laborative work with the nursing staff in the SSU, which affected pati
ent care but did not facilitate the interns' learning. Conclusion: Clu
stering in the SSU of patients whose symptoms suggested straightforwar
d diagnoses enhanced interns' educational experiences.