What question did this study set out to answer?

To examine the perceptions, disruptive challenges, and coping strategies of medical students transitioning from preclinical education to clinical training.

August 24, 2020BMC Medical EducationOpen Access

Perceptions and processes influencing the transition of medical students from pre-clinical to clinical training

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Authors

BMBunmi S. Malau‐AduliUniversity of Newcastle Australia PRPoornima RocheJames Cook University MAMary D. AduUniversity of Ghana

Discussion

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Implication

Mixed-methods study reveals high anxiety and perceived competence gaps in transitioning medical students, highlighting the need for supportive clinical learning environments.

Key Points

To examine the perceptions, disruptive challenges, and coping strategies of medical students transitioning from preclinical education to clinical training.
Conducted a mixed-methods study comprising an exploratory survey (N=141) and qualitative focus groups and interviews (N=12) among fourth-year medical students entering clinical rotations.
Assessed professional socialization, workload, patient contact, skills, and learning using a 5-point Likert scale analyzed with descriptive and inferential statistics.
Performed thematic analysis on qualitative data, triangulating findings using the Westerman Transition Framework.
Surveyed students reported substantial anxiety, excessive workload demands, and notable deficits in practical knowledge and clinical skills upon entry into the clinical environment.
Qualitative analysis identified abrupt professional socialization and heavy clinical workloads as primary stressors, fostering persistent feelings of inadequacy, incompetence, and unpreparedness.
Students actively mitigated transitional distress by seeking mentorship and informal support from senior medical peers, gradually accepting the steep adjustment period as a standard learning curve.

Cite This Study

Malau‐Aduli et al. (2020) studied this question.

synapsesocial.com/papers/6a1ec2de544bdf605faf3fcc https://doi.org/10.1186/s12909-020-02186-2

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August 24, 2020BMC Medical EducationOpen Access

Perceptions and processes influencing the transition of medical students from pre-clinical to clinical training

View Full Paper

Ask AI

Bookmark

Authors

BMBunmi S. Malau‐AduliUniversity of Newcastle Australia PRPoornima RocheJames Cook University MAMary D. AduUniversity of Ghana

Discussion

Member takes

Implication

Mixed-methods study reveals high anxiety and perceived competence gaps in transitioning medical students, highlighting the need for supportive clinical learning environments.

Key Points

To examine the perceptions, disruptive challenges, and coping strategies of medical students transitioning from preclinical education to clinical training.
Conducted a mixed-methods study comprising an exploratory survey (N=141) and qualitative focus groups and interviews (N=12) among fourth-year medical students entering clinical rotations.
Assessed professional socialization, workload, patient contact, skills, and learning using a 5-point Likert scale analyzed with descriptive and inferential statistics.
Performed thematic analysis on qualitative data, triangulating findings using the Westerman Transition Framework.
Surveyed students reported substantial anxiety, excessive workload demands, and notable deficits in practical knowledge and clinical skills upon entry into the clinical environment.
Qualitative analysis identified abrupt professional socialization and heavy clinical workloads as primary stressors, fostering persistent feelings of inadequacy, incompetence, and unpreparedness.
Students actively mitigated transitional distress by seeking mentorship and informal support from senior medical peers, gradually accepting the steep adjustment period as a standard learning curve.

Cite This Study

Malau‐Aduli et al. (2020) studied this question.

synapsesocial.com/papers/6a1ec2de544bdf605faf3fcc https://doi.org/10.1186/s12909-020-02186-2

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