Balancing acting and adapting: a qualitative study of medical students’ experiences of early clinical placement

Abstract

Background Clinical learning experience is an important part of medical education. In the clinical learning environment, students are exposed to various aspects of medical care and may train their skills under supervision. Supervision, in which students’ learning needs and the outcomes of placements are met, is essential. The aim of this study was to explore medical students’ experiences of the early stages of clinical training. Methods In 2021, 18 individual semi-structured interviews were conducted with medical students after their first clinical placements in semester 5. The interviews were transcribed verbatim and analyzed using qualitative content analysis according to Graneim and Lundman. Results The findings resulted in an overall theme: balancing acting and adapting. Three categories described that the clinical learning environment was a big leap from campus, that personal relationships influenced learning, and that the organization of clinical placements was suboptimal. The students were encouraged to push themselves forward to practice clinical skills. This, however, did not suit all the students; the cautious ones risked becoming passive spectators. The intended learning outcomes were not frequently used; rather, the supervisors asked the students what they had learned, or the students focused on what seemed to be important on the ward. The students tried to adapt to their supervisors’ working situation and not to be a burden to them. Conclusions Our findings show that the transition from learning on campus was sometimes abrupt, as the students had to switch to a more active learning role. Ad hoc solutions in supervision occurred, which contributed to the experience that educational responsibilities were downgraded and the opportunities for clinical training varied. Rather than trying to change the circumstances, the students opted to adapt to the busy clinical learning environment.

Cramming Analysis Based on Time to Start Studying and Time the Exam being Held

“…During their early days as a freshman, students are largely unaware of how to learn successfully and improve memory and caused horrible stress [5]. Medical student as a human being are blessed with a built in coping mechanism [6] where they have the ability to rapidly balance between act and adapt to varying environmental conditions [7] and that has made it possible for them to survive in most regions of the world, including the Medical faculty; this is a life skills that are taught from the first time someone enter medical school and are increasingly refined over time, in every aspects of their professional life [8] In the context of surviving from the sudden coming of final exams/tests, their act of adaptation is called cramming. Cramming is risk taking, perhaps similar to gambling which very little effort and expecting to gain everything.…”

Clinical supervisors' and students' perspectives on preparedness for veterinary workplace clinical training: An international study

“…5 From a cognitive perspective, students 'transform' theoretical knowledge they have learned in the preceding years into practice in a realistic setting. 6 When viewed socioculturally, WCT enables students to learn how to perform, think and interact in ways that work for the specific context, 7 establishing students' affective and social foundations for working life. 8 Learning during WCT is heavily influenced by the hidden curriculum, 9 and the workplace provides a developmental space for students to develop their professional identity.…”

“…There are multiple theoretical perspectives from which to view learning during WCT 5 . From a cognitive perspective, students ‘transform’ theoretical knowledge they have learned in the preceding years into practice in a realistic setting 6 . When viewed socioculturally, WCT enables students to learn how to perform, think and interact in ways that work for the specific context, 7 establishing students’ affective and social foundations for working life 8 .…”