Erratum to: How students experience and navigate transitions in undergraduate medical education: an application of Bourdieu’s theoretical model

Balmer, Dorene F.; Richards, Boyd F.; Varpio, Lara

doi:10.1007/s10459-015-9590-4

Cited by 6 publications

(6 citation statements)

References 16 publications

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“…Conceptualising the transition to clinical training from an educational perspective has influenced the creation of strategies aimed to ‘ease students’ transition from the pre‐clinical to clinical years’ . These strategies include the development of specific transition to clerkship courses and evaluating pre‐clinical curriculum innovations and their impact on students’ transition experiences . Curriculum innovations in the literature include pre‐clinical problem‐based learning (PBL) curricula, creating space for early patient contact and development of longitudinal integrated clerkships (LIC) during clinical training …”

Section: Resultsmentioning

confidence: 99%

“…Studies suggest that students were ‘unfamiliar with learning within the workplace and uncertain about how to navigate and engage within teams and culture they have not come to understand’ . As a result, students often placed a significant focus on fitting in with the clinical team as opposed to learning …”

Section: Resultsmentioning

confidence: 99%

“…Included studies were from the USA (n = 21), Europe (n = 11), UK (n = 8), Canada (n = 3) and Australia (n = 2). There were 12 qualitative studies, 10,11,14,[19][20][21][22][23][24][25][26][27] 11 cross-sectional surveys, [6][7][8]13,[28][29][30][31][32][33][34] eight descriptive case studies 5,[35][36][37][38][39][40][41] (two of which were related, using the same participants and intervention), 36,37 seven longitudinal studies, [42][43][44][45][46][47][48] three descriptive comparative studies, 12,49,50 three review papers 1,3,9 and one concept paper. 51…”

Section: Descriptive Summarymentioning

confidence: 99%

“…42 These strategies include the development of specific transition to clerkship courses 5,7,8,12,[35][36][37]39,40,42,49,50 and evaluating pre-clinical curriculum innovations and their impact on students' transition experiences. 6,10,11,14,[22][23][24]28,29,32,33,46 Curriculum innovations in the literature include pre-clinical problem-based learning (PBL) curricula, 6,11,24,28,29,32 creating space for early patient contact 10,14,33 and development of longitudinal integrated clerkships (LIC) during clinical training. 22 The aforementioned studies evaluated the transition to clinical training and relevant interventions with outcomes such as: student satisfaction with a particular strategy, 5,12,37,39,40 measuring impact on anxiety 12 and confidence 35,42 and calculating change in knowledge, skills or behaviour.…”

Section: Inclusion Criteriamentioning

confidence: 99%

“…43 As a result, students often placed a significant focus on fitting in with the clinical team as opposed to learning. 46 Addressing students' integration led to a focus on peer-peer and peer-team relationships. Researchers thought it was important to make explicit 'the hidden knowledge that students need to become effective team members' 25 and to create strategies that would 'describe the roles and expectations .…”

Section: Social Perspectivementioning

confidence: 99%

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Beyond the struggles: a scoping review on the transition to undergraduate clinical training

et al. 2019

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Context The transition to clinical training within medical school is often seen as a struggle and students remain in distress despite numerous efforts to minimise threats. Efforts to change this may be misdirected if they are based on narrow conceptualisations of transitions. The authors conducted a scoping review to explore existing conceptual perspectives regarding the transition within medical school from pre‐clinical training to clinical training to suggest a research agenda and practical implications. Methods Between October 2017 and February 2018 the authors searched PubMed, MEDLINE , ERIC , PsycINFO, Web of Science and CINAHL for English language literature with no date limits and retrieved 1582 articles; 46 were included in this review. Two reviewers independently screened articles and extracted data. Data were then charted, analysed and discussed with the research team. Results The transition to clinical training was often described negatively as ‘difficult’, ‘a problem’ and ‘a struggle’. Our analysis found that researchers in medical education conducted studies on the transition to clinical training from three conceptual perspectives: educational; social, and developmental. Most research approached the transition to clinical training as a problem to be addressed from an educational perspective through transition to clerkship courses and curriculum innovations. Some research was conducted from a social perspective, focusing on building relationships. Regarding development, authors found a few articles highlighting opportunities for personal and professional development by nurturing transferrable learning strategies and reflection. Conclusions This review provides an empirical base on which future research can be built to better understand and support medical students’ ability to navigate change. Finding new perspectives to approach the transition to clinical training could allow researchers to look beyond preparing students for struggles.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Descriptive Summarymentioning

confidence: 99%

Section: Inclusion Criteriamentioning

confidence: 99%

Section: Social Perspectivementioning

confidence: 99%

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Beyond the struggles: a scoping review on the transition to undergraduate clinical training

et al. 2019

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Understanding the relation between medical students’ collective and individual trajectories: an application of habitus

Balmer¹,

Devlin²,

Richards

2016

Perspect Med Educ

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IntroductionWhile medical educators typically attend to group trends, groups are made up of unique individuals. An exploration of Bourdieu’s concept of habitus, defined as a system of dispositions, may help medical educators think relationally about the collective trajectory of the group and the individual trajectory of each student.MethodsWe built on our 4‑year, longitudinal study which reported how field, capital, and habitus worked together to explain how medical students, as a group, navigated transitions in undergraduate medical education. In this secondary analysis, we reviewed serial collections of narratives about students’ peak learning experiences in medical school (19 students, 5 narratives per student), concentrating on first-person representations of self. We then explored the relation between collective and individual trajectories in three illustrative cases.ResultsThe social space of undergraduate medical education harmonized students’ experience and helped explain the collective trajectory, as evidenced by students’ consistent reports of taking initiative and staying open-minded. But individuals were not totally harmonized. They had unique dispositions that influenced their ability to access valued resources and shaped their behaviour. For example, Emily consistently spoke of being driven by her own goals; Zach focused on meeting expectations of authorities; Hilary routinely oriented toward abstract medical knowledge.DiscussionHabitus provides a useful conceptual lens for thinking relationally about collective and individual trajectories of medical students. Our work may inform faculty as they seek to situate individualized learning within standardized curricula, and is a step toward researching transitions in medical training from a holistic perspective that includes, but is not limited to, individual trajectories.

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Gender Matters: Understanding Transitions in Surgical Education

et al. 2022

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IntroductionDiverse transitions are elemental to medical career trajectories. The effective navigation of such transitions influences a sense of belonging and wellbeing, positive relationships, and good engagement and attainment within new contexts. Using Multiple and Multidimensional Transitions (MMT) theory as an analytical lens, this paper aims to answer the research question: “What gendered transitions do female surgeons experience, and how do these gendered transitions impact them?”MethodsWe conducted a qualitative study drawing on narrative inquiry, with face-to-face and online semi-structured interviews with 29 female surgeons across nine surgical specialities in Ireland and Scotland. This paper is part of a larger study including male surgeons, other colleagues and patients of female surgeons. The female surgeons in this paper were purposively sampled using maximum variation sampling across several levels (consultants, trainees and middle-grade doctors), as well as six who had transitioned out of surgery. Framework analysis was employed to interrogate the interview data.ResultsFive overarching types of transitions were identified across surgical education but only three of these transitions—work, culture and health—were primarily experienced by female surgeons (not male surgeons so were considered gendered), thereby impacting social, academic, and psychological domains. The remaining two types of transition—education and geography—were seemingly experienced equally by female and male surgeons, so are beyond the scope of this paper focused on female surgeons’ gendered experiences.ConclusionThis novel qualitative study drawing on MMT theory illustrates how multiple gendered transitions interact and impact female surgeons across the surgical education continuum. Aligned with MMT theory, family members and others are also purportedly affected by female surgeons’ transitions. Healthcare educators, leaders and policymakers need to better understand gendered transitions and their impacts to improve support for female surgical trainees on their educational journeys.

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Erratum to: How students experience and navigate transitions in undergraduate medical education: an application of Bourdieu’s theoretical model

Cited by 6 publications

References 16 publications

Beyond the struggles: a scoping review on the transition to undergraduate clinical training

Beyond the struggles: a scoping review on the transition to undergraduate clinical training

Understanding the relation between medical students’ collective and individual trajectories: an application of habitus

Gender Matters: Understanding Transitions in Surgical Education

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