This report represents the second stage of a study which was part of a wide-ranging research programme conducted by the Centre for Excellence of Interprofessional Education Queen’s University Belfast. The study was an investigation into learner–teacher interaction (LTI) in the education of undergraduate medical and other healthcare students in order to inform how teachers might facilitate learning in a healthcare setting. It focused in particular on clinical and ward-based tutorials and seminars.
In order to give meaning to this second stage of the study the report will contextualise the Learner–Teacher Interaction study and will describe the research and analysis methods developed and used to explore learner–teacher interaction. It will then focus on this second stage of the research and the results of the analysis of video sessions of clinical and ward-based tutorials and seminars. In particular it will identify examples of good practice and missed opportunities for the engagement of the learners.
