Learning Across the Explicit, Implicit, and Extra-Curricula: An Exploratory Study of the Relative Proportions of Residents' Perceived Learning in Clinical Areas at Three Pediatric Residency Programs

摘要

Purpose This exploratory multisite study investigated relative proportions of residents' perceived learning across the explicit, implicit (typically called hidden or informal), and extra-curricula for six Clinical Learning Environment Review (CLER) focus areaspatient safety, health care quality, care transitions, supervision, fatigue management, and professionalismusing qualitative and numeric data.