Clinical placements beyond numbers: A guide to understanding and enhancing clinical learning capacity: AMEE Guide No. 195

Le résumé fourni par la source

Clinical learning is the cornerstone of medical education, providing opportunities for learners to integrate knowledge, develop clinical skills, form professional identities and prepare for independent practice. However, increasing learner numbers, changing models of healthcare delivery, workforce pressures and growing expectations of healthcare systems have intensified concerns about clinical placement capacity. While discussions of capacity have often focused on placement numbers, patient availability and supervisory resources, such approaches provide only a partial understanding of how clinical learning opportunities are created and sustained. This AMEE Guide presents a systems-based framework for understanding clinical learning capacity in medicine. We argue that clinical learning capacity is not simply a function of available resources but an emergent property arising from formal and informal interactions among learners, patients, supervisors, healthcare organisations and educational institutions within specific healthcare contexts. Drawing on literature and international perspectives, we examine the conceptual foundations of clinical learning, the determinants of clinical learning capacity, markers of quality in clinical placements and practical approaches to planning, monitoring and enhancing clinical learning systems. We propose that clinical learning capacity should be considered across the whole healthcare system and that efforts to strengthen capacity should focus on quality as well as quantity recognising the importance of factors including the clinical learning environment. Finally, we identify priorities for future research, including the development of systems-based approaches to evaluation and a better understanding of the relationships between clinical learning, healthcare outcomes and workforce development. By reframing clinical learning capacity as a systems issue rather than simply a placement issue, this guide provides educators, healthcare organisations and policy makers with a framework for planning, evaluating and strengthening clinical learning in contemporary healthcare systems.

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