Traditionally framed with models developed for handover, effective communication between medical supervisors and trainees regarding ongoing patient care is crucial for experiential learning. Handover frameworks, however, have not been validated for learning conversations where the trainee continues patient care.

This project aimed to describe current models for learning conversations, assess their application in rural medical training, and propose a framework for rural generalist-led training contexts.  Phase 1 involved a scoping review to identify educational models facilitating learning conversations. Phase 2 entailed a qualitative study analysing audio recordings of leaning conversations between medical supervisors and learners.

The review illuminated existing educational models including social learning theory and situated learning guide learning conversations in clinical practice. From phase 2 preliminary data analysis a conceptual framework of learning conversations was derived highlighting four components to the learning conversation: scene setting, exchange of clinical themes, looping back and resolution. This conceptualisation emphasises the dynamic and iterative nature of learning conversations for ongoing patient care, with looping back between action and discussion as needed.

This research has offered insights into effective communication strategies between medical supervisors and trainees in rural contexts. The developed framework will serve as a valuable resource for enhancing skill development.