Mechanisms of Near-Peer Learning in a Longitudinal Clerkship: A Grounded Theory Study

Keyphrases

• Medical Students 100%
• Longitudinal Clerkships 100%
• Grounded Theory Study 100%
• Near-peer Learning 100%
• Peer Learning 80%
• Medical Home 60%
• Medical School 40%
• Developmental Trajectories 40%
• Clinical Competence 40%
• Clinical Supervision 40%
• Peer Interaction 40%
• Learning Relationships 40%
• Northwestern University 20%
• School of Medicine 20%
• Clinical Setting 20%
• Clinical Care 20%
• Dual Role 20%
• Clinical Experience 20%
• Learning Environment 20%
• Preceptor 20%
• Informal Learning 20%
• Patient Encounter 20%
• Targeted Feedback 20%
• Practice Learning 20%
• Clinical Development 20%
• Constant Comparison 20%
• Student Capability 20%
• Opportunity to Use 20%
• Psychological Safety 20%
• Peer Relationships 20%
• Early Clinical Exposure 20%
• Juggling 20%
• Constructivist Grounded Theory 20%
• Peer-to-peer Communication 20%
• Junior Students 20%
• Professional Identity Formation 20%
• Feedback Practices 20%
• Learning Culture 20%
• Mutual Trust 20%
• Preclinical Curriculum 20%
• Shifting Roles 20%

Social Sciences

• Grounded Theory 100%
• Peer Learning 100%
• Medical Student 83%
• Peer Interaction 50%
• Developmental Trajectory 33%
• Familiarity 16%
• Focus Group 16%
• Small Groups 16%
• Identity Formation 16%
• Peer Relationship 16%
• Dual Role 16%
• Learning Culture 16%
• Authors 16%
• Educational Environment 16%
• Informal Learning 16%
• Professional Identity 16%

Psychology

• Developmental trajectories 100%
• Focus Group 50%
• Familiarity 50%
• Peer Relationships 50%
• Identity Formation 50%