Students' social networks are diverse, dynamic and deliberate when transitioning to clinical training

Abstract

Context Transitions in medical education are dynamic, emotional and complex yet, unavoidable. Relationships matter, especially in times of transition. Using qualitative, social network research methods, we explored social relationships and social support as medical students transitioned from pre‐clinical to clinical training. Methods Eight medical students completed a social network map during a semi‐structured interview within two weeks of beginning their clinical clerkships (T0) and then again four months later (T1). They indicated meaningful interactions that influenced their transition from pre‐clinical to clinical training and discussed how these relationshipsimpacted their transition. We conducted mixed‐methods analysis on this data. Results At T0, eight participants described the influence of 128 people in their social support networks; this marginally increased to 134 at T1. People from within and beyond the clinical space made up participants’ social networks. As new relationships were created (eg with peers and doctors), old relationships were kept (eg with doctors and family) or dissolved over time (eg with near‐peers and nurses). Participants deliberately created, kept or dissolved relationships over time dependent on whether they provided emotional support (eg they could trust them) or instrumental support (eg they provided academic guidance). Conclusions This is the first social networks analysis paper to explore social networks in transitioning students in medicine. We found that undergraduate medical students’ social support networks were diverse, dynamic and deliberate as they transitioned to clerkships. Participants created and kept relationships with those they trusted and who provided emotional or instrumental support and dissolved relationships that did not provide these functions.

A step-by-step guide to creating an academic surgery interest group: Review article

“…A face-to-face meeting can be held to explain the dynamics, opportunities, and benefits of the group, as well as the duties acquired once they are accepted. For this, the use of digital marketing has played an important role today, social networks, such as WhatsApp, Twitter, Facebook, and Instagram [ [19] , [20] , [21] , [22] , [23] , [24] , [25] , [26] ], can be used to welcome and attract the attention of new members [ 27 , 28 ].…”

“…To accomplish this Step, we choose to: Create social networks such as Instagram, Facebook, Twitter, and YouTube channel [ [19] , [20] , [21] , [22] , [23] , [24] , [25] , [26] ]. Set goals with defined schedules to disseminate the information so that there is an active production of content.…”

“…Create social networks such as Instagram, Facebook, Twitter, and YouTube channel [ [19] , [20] , [21] , [22] , [23] , [24] , [25] , [26] ].…”

Social network dynamics throughout clinical training—Distance matters

“…1 Atherley et al, in fact, have suggested that students adapt to the introduction of clinical clerkship by deliberately modulating relationships based on whether they provide instrumental or emotional support. 2 Their findings lead us to reflect on the need to consciously enable such network evolution for certain subgroups of students given the potential for socioeconomic variables to restrict adaptation and, hence, negatively impact academic success.…”

“…3 Contrary to Atherley et al's findings, commuting students have been shown to maintain stronger familial and local relationships, 3 rather than transitioning their social networks when shifting to clinical training. 2 Commuting also has been associated with increasing stress levels amongst medical students, 4 We believe these findings make it imperative that medical training programmes should aim to better integrate commuting students when they transition to clinical clerkship. This would increase the likelihood that they will become better doctors through the provision of supports other students are able to find more naturally.…”