Context Work readiness is often described in terms of the clinical competence medical graduates bring to day 1 of internship. Despite being increasingly viewed as a key graduate outcome, work readiness has remained poorly defined. Objective This narrative review draws on the international literature to explore how different research methods provide differing insight into what constitutes work readiness of medical graduates. From this, we explored contributory factors and developed a conceptual framework to better understand work readiness. Methods Databases were searched using the terms including “ready,” “readiness,” “preparedness,” “medical graduates,” “intern,” and “junior doctor.” Information was summarized using a textual description template that included information on study setting, participants, methodologies, limitations, and key result areas (including measures/themes and study conclusions). Consensus discussions between authors led to the naming and understanding of the key themes. Results Seventy studies were included in the review. Study participants included final‐year medical students (n = 20), junior doctors early in internship (n = 24), and junior doctors late in internship or postgraduate year 2 and above (n = 23). Most studies explored work readiness through the retrospective self‐report of the students and/or junior doctor participants. Quantitative research methods elaborated on key skills‐based competencies, whereas qualitative research methods provided insight into key contextual and individual characteristics that contributed to preparedness. Conclusions Different research methods provided insight into competencies, as well as individual and contextual aspects, associated with preparedness for practice. The transition from university to clinical practice is significant and requires personal capability and confidence, as well as a supportive training context. Enabling students to engage authentically in clinical environments enhanced preparedness by promoting understanding of role and responsibility. Individual resilience is important, but contextual factors, including provision of adequate support and feedback, can enhance or subtract from feeling prepared. We propose a novel conceptual framework for better understanding work readiness.

The distributed collaborative model substantially increased access to clinical skills training for PES and health professionals in rural and remote locations. Developing the teaching skills of rural clinicians optimised the use of simulation resources. Consequently, health services were able to provide students with flexible and realistic learning opportunities in clinical procedures, communication techniques and teamwork skills.

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Subject area of the teaching case: The values-based leadership (VBL) themes lend the case to use in courses focussed on individual leadership approaches, personal-professional development, personal mastery, or individual agency in social change and social justice movements. The emerging market context adds a layer of complexity to the protagonist's journey, which may make the case especially relevant for use among students who work in this context or in courses that deal with volatility, uncertainty, complexity, and ambiguity (VUCA). Student level: The primary target audience for this case is postgraduate students in a management or professional development program. Brief overview of the teaching case: This case offers a leadership profile of lawyer Fadzayi Mahere as she pursues social change at the national level by running for political office in Zimbabwe in 2018. The case recounts Mahere's professional journey through human rights law and local activism, which eventually drives her to run as an independent for a position in the national election. She does this as a response to the dire state of the country: economic crisis, social instability, and political corruption that are making life increasingly untenable for most people. In spite of running a strong grassroots campaign, Mahere loses the election and is faced with the dilemma of whether or not to forego independence and join the dominant opposition party. The case therefore centres around the role of values in leadership, the role of narrative in shaping the decision to lead, and how these things impact a leader's strategy for affecting social change and achieving social justice. Expected learning outcomes: Appreciate the systemic nature of social problems in an emerging market context and how this creates different opportunities for a leader to act on a problem Understand how a leader's identity, in terms of values and experiences, shapes their motivations and informs their strategy for leading a change effort Understand the dimensions of values-based leadership (VBL) – transformational, authentic, accountability, and ethical leadership – and how the actions of a values-driven leader reflect these Identify the mechanisms that aspiring leaders practicing VBL can use to build an authentic narrative for key stakeholders to accept and embrace them Recognise the different strategies a leader can adopt to achieve values-driven outcomes, while maintaining alignment with the different dimensions of VBL

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