Junior Doctors' Opinions about the Transition from Medical School to Clinical Practice: A Change of Environment

Prince, Katinka J.A.H.; Wiel, Margaretha W. J. van de; Vleuten, Cees P.M. van der; Boshuizen, Henny P. A.; Scherpbier, Albert

doi:10.1080/13576280400002510

Cited by 97 publications

(102 citation statements)

References 18 publications

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“…22 More opportunities for students to manage patients and practice their upcoming roles as residents reflect an important paradigm for future doctors' training. 18,22 Our findings suggest that overnight experiences, once an integral part of undergraduate and graduate medical training, may still have a role in preparing medical students for their future responsibilities.…”

Section: Discussionmentioning

confidence: 96%

“…Additionally, there has been little research on the importance of overnight experience in developing medical students' clinical skills. To date, most publications have been editorials or single institution studies 6,[11][12][13][14][15][16][17][18][19] that highlight potential pros and cons of overnight experiences. Our survey was undertaken to better understand the status of student overnight experiences during core Internal Medicine rotations, and to determine whether Internal Medicine educators perceive overnight experience as an important component of training for undergraduate medical students.…”

Section: Introductionmentioning

confidence: 99%

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Overnight Hospital Experiences for Medical Students: Results of the 2014 Clerkship Directors in Internal Medicine National Survey

et al. 2015

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Section: Discussionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Overnight Hospital Experiences for Medical Students: Results of the 2014 Clerkship Directors in Internal Medicine National Survey

et al. 2015

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“…Illing et al's evaluation (2008); an AMES component study ); a recent UK study of interns post the introduction of the Foundation Programme (Brennan et al 2010); as well as earlier UK and Dutch evaluations of medical curricula (Lempp et al 2004, Lempp et al 2005O'Neill et al 2003;Prince et al 2004); elicit some recurrent themes regarding the intern experience. Assumption of responsibility and concomitant stress and/or anxiety are commonly noted as significant elements in the intern experience; team support and interaction are identified as a major factor in intern development; and clinical attachments in final year are particularly valued in preparing for practice.…”

Section: Introductionmentioning

confidence: 94%

Participation and progression: new medical graduates entering professional practice

Bearman

Lawson

Jones

2011

Adv in Health Sci Educ

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The first year of practice after medical school is considered to be an essential part of becoming a medical practitioner in Australia. Previous qualitative investigations have investigated a number of significant aspects of this early stage of professional development. This qualitative study explores experiences and developing professional identities during internship. Thirty interns and six intern supervisors were interviewed from three different Australian states. Grounded theory techniques were used to develop three key themes: internship-as-participation, internship-as-progression, and conflicts, parallels, disturbances and outliers. Key findings were: the important balance between support from colleagues and development through taking independent responsibility; and the strength of the view of internship as part of a 'natural progression', an inevitable evolution through the stages of medical training.

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“…The focus group method has been frequently applied in medicine, often for purposes of medical education (Stalmeijer et al, 2014), for example to gain insight into how to improve study arrangements (e.g., de Leng, Dolmans, van de Wiel, Muijtjens, & van der Vleuten, 2007;van de Wiel, Schaper, Scherpbier, van der Vleuten, & Boshuizen, 1999), and how the transition from medical school to clinical practice is perceived and can be supported (Prince, van de Wiel, van der Vleuten, Boshuizen, & Scherpbier, 2004). In medical expertise research, this method has been used to understand how general practitioners approach the diagnostic task and what role non-analytical reasoning plays in their diagnostic process (Stolper et al, 2009).…”

Section: Focus Groupsmentioning

confidence: 99%

Examining Expertise Using Interviews and Verbal Protocols

Wiel

2017

FLR

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To understand expertise and expertise development, interactions between knowledge, cognitive processing and task characteristics must be examined in people at different levels of training, experience, and performance. Interviewing is widely used in the initial exploration of domain expertise. Work and cognitive task analysis chart the knowledge, skills, and strategies experts employ to perform effectively in representative tasks. Interviewing may also shed light on the learning processes involved in acquiring and maintaining expertise and the way experts deal with critical incidents. Interviews may focus on specific tasks, events, scenarios, and examples, but they do not directly tap the representations involved in task performance. Methods that collect verbal protocols during and immediately after task performance better probe the ongoing processes in representing problems and accomplishing tasks. This article provides practical guidelines and examples to help researchers to prepare, conduct, analyse, and report expertise studies using interviews and verbal protocols that are derived from thinking aloud, dialogues or group discussions, free recall, explanation, and retrospective reports. In a multi-method approach, these methods and other techniques need to be combined to fully grasp the nature of expertise. This article shows how the cognitive processes in data collection constrain data quality and highlights how research questions guide the development of coding schemes that enable meaningful interpretation of the rich data obtained. It focuses on professional expertise and provides examples from medicine including visual tasks. This comprehensive review of qualitative research methods aims to contribute to the advancement of expertise.Keywords: expertise, interviews, verbal protocols, cognitive processing, analysis IntroductionFor this special issue on "Methodologies for studying visual expertise", the present article will discuss the qualitative research methods of interviews and verbal protocols to examine expertise and expertise development. This article aims to guide students, practitioners, and researchers new to the field of expertise research, or these types of qualitative research, when and how to use these methods to answer their research questions. Starting from a theoretical framework of expertise and cognitive processing in task performance, this article provides practical guidelines so that researchers can prepare, conduct, analyse, and report expertise studies using interviews and verbal protocols. The rationale behind the methods, as well as their strengths and weaknesses, are explained to understand how procedures should be designed to maximise the quality of the data. Although these guidelines for research are applicable to all expertise domains, the focus here is on professional expertise. Most examples will be drawn from medical expertise research, as it has a long-standing tradition of using diverse methods of verbal protocols, and includes various areas of visual expertise. Thi...

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Junior Doctors' Opinions about the Transition from Medical School to Clinical Practice: A Change of Environment

Abstract: Preparation for medical practice may benefit from active involvement of clerks in patient management decisions and a gradual increase in responsibilities. An effective medical education continuum would require more attention for house officers' learning.

Cited by 97 publications

References 18 publications

Overnight Hospital Experiences for Medical Students: Results of the 2014 Clerkship Directors in Internal Medicine National Survey

Overnight Hospital Experiences for Medical Students: Results of the 2014 Clerkship Directors in Internal Medicine National Survey

Participation and progression: new medical graduates entering professional practice

Examining Expertise Using Interviews and Verbal Protocols

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