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Perceptions and processes influencing the transition of medical students from pre-clinical to clinical training588.45 kB
Published VersionCC BY V4.0, Open Access
Journal article
Perceptions and processes influencing the transition of medical students from pre-clinical to clinical training
BMC Medical Education, Vol.20(1), pp.1-13
2020
PMCID: PMC7446158
PMID: 32838779
Abstract
Background:
The transition from pre-clinical to clinical medical training is often characterised by several challenges which may have different impacts on students' well-being and learning experiences. To ensure smooth transition, it's important to understand how these students navigate through the challenging processes.
Methods:
This study employed a mixed-methods design using a survey, focus groups and interviews among medical students who had entered their first clinical year of study (Year 4). Using a 5-point Likert scale, survey participants rated items which related to their transition experience in the areas of professional socialisation; workload; patient contact; knowledge and skills; and learning and education. The qualitative questions explored challenges in transition, coping strategies and recommendations to foster smooth transitioning. The survey data was analysed using descriptive and inferential statistics while thematic analysis was used to establish emerging themes from the qualitative data. The Westerman Transition Framework was utilised in the triangulation of study findings.
Results:
A total of 141 students participated in the survey while 12 students participated in the focus group discussions and interviews. The quantitative part of the study showed that the students were anxious about the process and considered the workload to be heavy while also identifying gaps in their knowledge. Similarly, the qualitative findings revealed that workload and professional socialisation were identified as disruptive novel elements and the students also reported feelings of inadequacy and incompetence due to perceived knowledge gaps. These shortcomings and challenges were tackled by seeking support from peers and senior medical students as a way of coping with the anxiety and stress. As the students progressed, they admitted and accepted that the transition was a gradual process and an essential learning curve.
Conclusion:
The process of transitioning from preclinical to clinical years is considered stressful and abrupt with the introduction of disruptive novel elements that create feelings of incompetence and unpreparedness in students. Educators need to consider developing social and developmental strategies that emphasise nurturing and empowering clinical learning environments and facilitate reflective and transformative life-long learning opportunities for students.
Details
- Title
- Perceptions and processes influencing the transition of medical students from pre-clinical to clinical training
- Authors
- Bunmi S Malau-Aduli (Corresponding Author) - James Cook UniversityPoornima Roche (Author) - James Cook UniversityMary Adu (Author) - James Cook UniversityKarina Jones (Author) - James Cook UniversityFaith Alele (Author) - James Cook UniversityAaron Drovandi (Author) - James Cook University
- Publication details
- BMC Medical Education, Vol.20(1), pp.1-13
- Publisher
- BioMed Central Ltd.
- Date published
- 2020
- DOI
- 10.1186/s12909-020-02186-2
- ISSN
- 1472-6920
- PMID
- 32838779; PMC7446158
- Copyright note
- © The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material.
- Organisation Unit
- School of Health - Public Health
- Language
- English
- Record Identifier
- 99967596002621
- Output Type
- Journal article
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- Education & Educational Research
- Education, Scientific Disciplines
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