“You’re actually part of the team”: a qualitative study of a novel transitional role from medical student to doctor

Abstract

Background Optimizing transitions from final year of medical school and into first post graduate year has important implications for students, patients and the health care system. Student experiences during novel transitional roles can provide insights into potential opportunities for final year curricula. We explored the experiences of medical students in a novel transitional role and their ability to continue learning whilst working as part of a medical team. Methods Novel transitional role for final year medical students were created in partnership by medical schools and state health departments in 2020 in response to the COVID-19 pandemic and the need for a medical surge workforce. Final year medical students from an undergraduate entry medical school were employed as Assistants in Medicine (AiMs) in urban and regional hospitals. A qualitative study with semi-structured interviews at two time points was used to obtain experiences of the role from 26 AiMs. Transcripts were analyzed using deductive thematic analysis with Activity theory as a conceptual lens. Results This unique role was defined by the objective of supporting the hospital team. Experiential learning opportunities in patient management were optimized when AiMs had opportunities to contribute meaningfully. Team structure and access to the key instrument, the electronic medical record, enabled participants to contribute meaningfully, whilst contractual arrangements and payments formalized the obligations to contribute. Conclusions The experiential nature of the role was facilitated by organizational factors. Structuring teams to involve a dedicated medical assistant position with specific duties and access to the electronic medical record sufficient to complete duties are key to successful transitional roles. Both should be considered when designing transitional roles as placements for final year medical students.

How is transition to medical practice shaped by a novel transitional role? A mixed-methods study

“…Studies of paid undergraduate roles during the pandemic13 43 suggest that payment is a legitimising factor in its own right (and indeed those with ‘other experience’ in our questionnaire responses indicated paid work). However, the additional status and responsibility of being qualified and registered may bring benefit through additional legitimacy, and providing the predetermined outcome of progression to F1.…”

“…With the disruption of the COVID-19 pandemic in 2020, medical students were often called on to support the medical workforce. While some of these roles were still undergraduate placements,13 there were instances where students graduated and started work as doctors earlier than usual 14. However, there has been limited evidence published to date of the impact of these initiatives 15…”

Correction: “You’re actually part of the team”: a qualitative study of a novel transitional role from medical student to doctor

“…Following publication of the original article [1], we have been informed that first name and last name have been swapped for all the authors.…”