Workplace immersion in the final year of an undergraduate medicine course: The views of final year students and recent graduates

Gupta, Tarun Sen; Hays, Richard; Woolley, Torres; Kelly, Gill; Jacobs, Harry

doi:10.3109/0142159x.2014.907878

Cited by 9 publications

(3 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Opportunities to ‘learn on the job’, for medical undergraduates to become familiar with the day-to-day roles of a junior doctor, are considered imperative for increasing their preparedness to start work. 15 17 18 Since the publication of ‘Tomorrow's Doctors 2009′, 19 all UK medical schools have been required to include a student assistantship in their final-year curriculum. This followed calls for interventions to smooth the student–doctor transition, 9 15 for example, through opportunities for ‘more experiential learning in clinical practice’.…”

Section: Introductionmentioning

confidence: 99%

‘He's going to be a doctor in August’: a narrative interview study of medical students' and their educators' experiences of aligned and misaligned assistantships

et al. 2016

View full text Add to dashboard Cite

ObjectiveTo explore final-year students’ and clinical supervisors’ experiences of alignment and misalignment with future Foundation Year 1 (F1) posts in an assistantship programme in the UK.SettingAssistantships are clinical placements in which students assist junior doctors by undertaking similar duties under supervision. Models of assistantship programmes vary across curricula. Some actively seek to align with students’ initial postgraduate F1 post. To date, no research has examined the implications of this association for teaching and learning. Qualitative individual and group narrative interviews were conducted with students and supervisors of 2 Welsh medical schools to address: RQ1: How do students and supervisors understand the purpose of the longitudinal assistantship? RQ2: Does alignment/misalignment of the assistantship with students’ initial F1 post influence students’ and supervisors’ teaching and learning experiences? Audio-recordings of interviews were transcribed, participants anonymised and framework analysis was used.ParticipantsA convenience sample of 4 participant groups comprised (1) final-year medical students whose assistantship and F1 post were aligned (n=27), (2) final-year medical students whose assistantship and F1 post were misaligned (n=18) and (3) supervisors (n=10, junior doctors; n=11, consultants).ResultsAll participant groups highlighted increased student confidence in undertaking the duties of an F1 doctor arising from their assistantship period. Learning transferable skills was also highlighted. Many students considered themselves to be team members, ‘learning the trade’ as they shadowed their F1. Opportunities for caring for acutely unwell patients were scarce. The evidence shows enhanced engagement for students aligned to their first F1 post with greater opportunities for workplace acclimatisation. Those who were misaligned were perceived as being disadvantaged.ConclusionsOur findings suggest that alignment with students’ first F1 post enhances the assistantship experience. Further longitudinal assessment is required to examine whether and how this translates into improvements in functioning and reductions in stress and anxiety during this transitional period.

show abstract

Section: Introductionmentioning

confidence: 99%

‘He's going to be a doctor in August’: a narrative interview study of medical students' and their educators' experiences of aligned and misaligned assistantships

et al. 2016

View full text Add to dashboard Cite

show abstract

“…Participants had undergraduate experience in seven different ICUs in Ireland, either during the 3rd year ( n = 6) or 5th year ( n = 8) of medical school. A pilot focus group was conducted with two final year students and the data collected included in final data analysis [39]. …”

Section: Methodsmentioning

confidence: 99%

A qualitative study of undergraduate clerkships in the intensive care unit: It’s a brand new world

et al. 2017

View full text Add to dashboard Cite

IntroductionWhile ICU clerkships are commonplace in undergraduate medical education, little is known about how students learn there. This study aimed to explore students’ perceptions of the ICU as a learning environment, the factors influencing their learning and any perceived differences between learning in the ICU and non-ICU settings.MethodsWe used interpretivist methodology, a social cognitive theoretical framework and a qualitative descriptive strategy. Ten medical students and four graduate doctors participated in four semi-structured focus group discussions. Data were analyzed by six-step thematic data analysis. Peer debriefing, audit trail and a reflexive diary were used.ResultsSocial cognitive influences on learning were apparent in the discussions. Numerous differences emerged between ICU and non-ICU clinical clerkships, in particular an unfamiliarity with the environment and the complex illness, and difficulty preparing for the clerkship. A key emergent theme was the concept of three phases of student learning, termed pre-clerkship, early clerkship and learning throughout the clerkship. A social cognitive perspective identified changes in learner agency, self-regulatory activities and reciprocal determinism through these phases. The findings were used to construct a workplace model of undergraduate intensive care learning, providing a chronological perspective on the clerkship experience.ConclusionsThe ICU, a rich, social learning environment, is different in many respects to other hospital settings. Students navigate through three phases of an ICU clerkship, each with its own attendant emotional, educational and social challenges and with different dynamics between learner and environment. This chronological perspective may facilitate undergraduate educational design in the ICU.

show abstract

“…This composition allows the student to gain concentrated but balanced clinical experience in areas of their interest, without being overly specialty-focused [5]. During the clinical rotations the students work at near-intern level to get accustomed to the roles and responsibilities of a resident [ 2 ], [ 3 ], [ 8 ]. This means that students get assigned identical tasks to those of junior residents, essential items are checked by supervisors, and prescriptions suggested by students need to be ratified by a physician.…”

Section: Project Descriptionmentioning

confidence: 99%

Connecting undergraduate and postgraduate medical education through an elective EPA-based transitional year in acute care: an early project report

Jonker

Hoff

Max

et al. 2017

GMS Journal for Medical Education; 34(5):Doc64

View full text Add to dashboard Cite

Workplace immersion in the final year of an undergraduate medicine course: The views of final year students and recent graduates

Abstract: The final year workplace immersion model was regarded positively by senior students of this medical school. This model may be a better way of preparing students to be junior doctors than a traditional final year heavy on theoretical learning and assessment.

Cited by 9 publications

References 16 publications

‘He's going to be a doctor in August’: a narrative interview study of medical students' and their educators' experiences of aligned and misaligned assistantships

‘He's going to be a doctor in August’: a narrative interview study of medical students' and their educators' experiences of aligned and misaligned assistantships

A qualitative study of undergraduate clerkships in the intensive care unit: It’s a brand new world

Connecting undergraduate and postgraduate medical education through an elective EPA-based transitional year in acute care: an early project report

Contact Info

Product

Resources

About

Workplace immersion in the final year of an undergraduate medicine course: The views of final year students and recent graduates

Abstract: The final year workplace immersion model was regarded positively by senior students of this medical school. This model may be a better way of preparing students to be junior doctors than a traditional final year heavy on theoretical learning and assessment.

Cited by 9 publications

References 16 publications

‘He's going to be a doctor in August’: a narrative interview study of medical students' and their educators' experiences of aligned and misaligned assistantships

‘He's going to be a doctor in August’: a narrative interview study of medical students' and their educators' experiences of aligned and misaligned assistantships

A&nbsp;qualitative study of undergraduate clerkships in the intensive care unit: It’s a&nbsp;brand new world

Connecting undergraduate and postgraduate medical education through an elective EPA-based transitional year in acute care: an early project report

Contact Info

Product

Resources

About

A qualitative study of undergraduate clerkships in the intensive care unit: It’s a brand new world