ORI GIN AL PA PER Cognitive apprenticeship in clinical practice: can it stimulate learning in the opinion of students?

Abstract Learning in clinical practice can be characterised as situated learning because students learn by performing tasks and solving problems in an environment that reflects the multiple ways in which their knowledge will be put to use in their future professional practice. Collins et al. introduced cognitive apprenticeship as an instructional model for situated learning comprising six teaching methods to support learning: modelling, coaching, scaffolding, articulation, reflection and exploration. Another factor that is looked upon as conducive to learning in clinical practice is a positive learning climate. We explored students ’ experiences regarding the learning climate and whether the cognitive apprenticeship model fits students ’ experiences during clinical training. In focus group interviews, three groups of 6th-year medical students (N = 21) discussed vignettes rep-resenting the six teaching methods and the learning climate to explore the perceived occurrence of the teaching methods, related problems and possibilities for improvement. The students had experienced all six teaching methods during their clerkships. Modelling, coaching, and articulation were predominant, while scaffolding, reflection, and exploration were mainly experienced during longer clerkships and with one clinical teacher. The mai