From the lens of the clinical residents: undergraduate to postgraduate medical education and the transition process

Abstract

The concept of continuity in medical education reflects the progressive professional and personal development that physicians need in education. The aim of this study is investigating the views of the residents about the adequacy of undergraduate and postgraduate education in the context of preparing them for the next stage and their perceptions about the transition period. This phenomenological study was conducted at Hacettepe University Medical School. The study group consisted of medical and surgical sciences residents in the first year and last year of postgraduate medical education. Four focus group interviews were held with the participation of 21 residents. The participants emphasised that practising with real patients under supervision by taking an active role in healthcare teams was important for their preparation for the next stage in their carrier. However, their educational experiences during undergraduate medical education differed in community-based education, scientific research training, learning in small groups, internship and guidance of clinical educators. The transition period has been expressed with the concepts of identity change, high responsibilities and expectations required by the new identity, adaptation to the healthcare team, institution, and health system, meeting the expectations in an overly busy work environment, and feelings of incompetence. Participants pointed out that curriculum, which was declared and taught, educational environments, assessment approaches, consultancy systems and practices differed between the clinical departments. In line with the principles of competency-based education, practices related to the development and assessment of the competencies with all professional aspects in postgraduate medical education can be strengthened.

Threshold concepts in medical education: A scoping review

“…Viewing TCs in this way is a valuable insight which could help guide curricula design. It supports a holistic approach that spans the medical education continuum, as it has been argued that better integration between different stages of training would improve continuity in learning and help trainees navigate challenging transitions 58 …”

“…It supports a holistic approach that spans the medical education continuum, as it has been argued that better integration between different stages of training would improve continuity in learning and help trainees navigate challenging transitions. 58 The recursive nature of TCs would also, on face value, seem to support the spiral curriculum approach employed by many medical schools, 59 in which topics are revisited throughout the course with increasing complexity and requiring more advanced application. 60 However, this approach suggests a linear and progressive process, in which new learning builds on previous learning.…”

Humanistic Spirit Training of Medical Students Based on Multisource Medical Data Fusion

“…However, there are relatively few effective training methods and systematic research results that medical schools can propose. This study discusses the importance and urgency of the cultivation of humanistic spirit of medical students, trying to find the point of convergence between the cultivation of humanistic spirit and ideological and political education [10,11]. The research results of this paper try to find a new way to cultivate the humanistic spirit of medical students from the aspects of the renewal of medical students' ideological and political education concept, the enrichment of content, and the expansion of form [12,13].…”

Contemporary learning techniques for healthcare professionals: A narrative review

“…Unfortunately we are often ill-prepared to develop new learning methods for clinical practice after graduation (Brown et al, 2007), despite the potential for such methods to impact on our performance (Marsick and Watkins, 2001), and the organisations we work in (Senge, 1991). Learning skills nurtured in university may be inappropriate or unsuitable in healthcare contexts (Tynjälä, 2008;Demiroren et al, 2021). For example, the skills required to engage with a lecture are different to the skills required to distil practical learning points from a wardround.…”