Opportunity or threat: the ambiguity of the consequences of transitions in medical education

Abstract

Research on transitions has objectified the challenges students and doctors face. Clarifying studies often lack conceptual frameworks that could help us to gain deeper insight into the observed phenomena. Psychology offers valuable theoretical perspectives that are applicable to medical education transitions. To transform a transition from a threat to a learning opportunity, medical education should assist students and doctors in developing the coping skills they need to effectively deal with the challenges presented by new environments.

Nursing faculty and student transition to a context–based learning curriculum

“…Similar to previous study findings, the students' perception of their transition was characterized by an initial stage of confusion about the CBL learning process with progression to no longer being anxious about learning that way. [17,18,45,46] The students were anxious about their learning because they received minimal factual information from their tutors which reflected the CBL philosophy of learning. [28,30] Tutors in a CBL program guide students to create their own knowledge.…”

Transitions Within MD-PhD Programs: Reassurance for Students

“…MD-specific medical students have described the experience as anxiety provoking due to the abrupt nature of the transition, the lack of clear expectations, and the need for better preparedness. This stress is amplified even greater for MD-PhD students who have just experienced a prolonged vacancy from the clinic [14]. In fact, at the University of California-San Diego (UCSD), 75% of Medical Scientist Training Program (MSTP) students stated that they had no clinical experience in two years prior to reentry to the M3 year [15].…”

CEACLIN, un instrumento en español para identificar estrategias para el aprendizaje de la clínica de estudiantes de medicina: Desarrollo y validación

“…En estos años, los estudiantes experimentan emociones encontradas y crecientes niveles de ansiedad y estrés [4][5][6] . Aunque les entusiasma interactuar y aprender con pacientes reales, muchos no saben bien cómo proceder en estos escenarios prácticos donde las estrategias que usaron en los primeros años de estudio no parecen servir 4,7,8 .…”

“…Aunque les entusiasma interactuar y aprender con pacientes reales, muchos no saben bien cómo proceder en estos escenarios prácticos donde las estrategias que usaron en los primeros años de estudio no parecen servir 4,7,8 .…”

“…En nuestro país, la mayoría destaca por lo contrario: su capacidad de asimilar pasivamente gran cantidad de información y reflexionar sobre ella en forma individual 9,10 . Este perfil, llamado Asimilador 11,12 , es funcional para los años iniciales de formación, pero no así para el ciclo preclínico y clínico, cuando son indispensables la proactividad, autonomía y las habilidades relacionales y de trabajo en equipo 4,7,13 .…”