Correction: “You’re actually part of the team”: a qualitative study of a novel transitional role from medical student to doctor

Edmiston, Natalie; Hu, Wendy; Tobin, Stephen; Bailey, Jannine; Joyce, Caroline; Reed, Krista; Mogensen, Lise

doi:10.1186/s12909-023-04127-1

Cited by 1 publication

(2 citation statements)

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“…Studies of paid undergraduate roles during the pandemic 13 43 suggest that payment is a legitimising factor in its own right (and indeed those with ‘other experience’ in our questionnaire responses indicated paid work). However, the additional status and responsibility of being qualified and registered may bring benefit through additional legitimacy, and providing the predetermined outcome of progression to F1.…”

Section: Discussionmentioning

confidence: 75%

“…With the disruption of the COVID-19 pandemic in 2020, medical students were often called on to support the medical workforce. While some of these roles were still undergraduate placements, 13 there were instances where students graduated and started work as doctors earlier than usual. 14 However, there has been limited evidence published to date of the impact of these initiatives.…”

Section: Introductionmentioning

confidence: 99%

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How is transition to medical practice shaped by a novel transitional role? A mixed-methods study

Burford,

Mattick,

Carrieri

et al. 2023

BMJ Open

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ObjectivesThis study considered a novel ‘interim’ transitional role for new doctors (termed ‘FiY1’, interim Foundation Year 1), bridging medical school and Foundation Programme (FP). Research questions considered effects on doctors’ well-being and perceived preparedness, and influences on their experience of transition. While FiY1 was introduced in response to the COVID-19 pandemic, findings have wider and ongoing relevance.DesignA sequential mixed-methods study involved two questionnaire phases, followed by semi-structured interviews. In phase 1, questionnaires were distributed to doctors in FiY1 posts, and in phase 2, to all new FP doctors, including those who had not undertaken FiY1.Setting and participantsParticipants were newly qualified doctors from UK medical schools, working in UK hospitals in 2020. 77% (n=668) of all participants across all phases had undertaken FiY1 before starting FP in August. The remainder started FP in August with varying experience beforehand.Outcome measuresQuestionnaires measured preparedness for practice, stress, anxiety, depression, burnout, identity, and tolerance of ambiguity. Interviews explored participants’ experiences in more depth.ResultsAnalysis of questionnaires (phase 1 n=441 FiY1s, phase 2 n=477 FiY1s, 196 non-FiY1s) indicated that FiY1s felt more prepared than non-FiY1 colleagues for starting FP in August (β=2.71, 95% CI=2.21 to 3.22, p<0.0001), which persisted to October (β=1.85, CI=1.28 to 2.41, p<0.0001). Likelihood of feeling prepared increased with FiY1 duration (OR=1.02, CI=1.00 to 1.03, p=0.0097). Despite challenges to well-being during FiY1, no later detriment was apparent. Thematic analysis of interview data (n=22) identified different ways, structural and interpersonal, in which the FiY1 role enhanced doctors’ emerging independence supported by systems and colleagues, providing ‘supported autonomy’.ConclusionsAn explicitly transitional role can benefit doctors as they move from medical school to independent practice. We suggest that the features of supported autonomy are those ofinstitutionalised liminality—a structured role ‘betwixt and between’ education and practice—and this lens may provide a guide to optimising the design of such posts.

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Section: Discussionmentioning

confidence: 75%

Section: Introductionmentioning

confidence: 99%