Key aspects of teaching that affect perceived preparedness of medical students for transition to work: insights from the COVID‐19 pandemic

Abstract

BackgroundThe self‐perceived preparedness of medical students to transition into practising junior doctors has implications for patient safety, graduate well‐being and development of professional identity.AimsTo examine the impact of changes to final‐year education and placements and determine key elements that contribute to self‐perceived preparedness for transition to work.MethodsAn online survey among final‐year medical students at one Australian medical school in 2020 (the cohort most affected by the coronarvirus disease 2019 [COVID‐19] pandemic), exploring overall self‐perceived preparedness and specific competencies, including questions in previous Australian Medical Council/Medical Board of Australia annual national surveys. Quantitative and qualitative content analyses were performed.ResultsThirty‐three percent of eligible participants completed the survey. There was a significant decline in overall self‐perceived preparedness among participants (mean preparedness, 3.55 ± 0.88) compared with 2019 graduates from the same medical school (mean preparedness, 4.28 ± 0.64, P < 0.001) and the national average (mean preparedness, 3.81 ± 0.93, P = 0.04). There was a decline in self‐perceived preparedness for all specific competencies, with complex competencies more greatly affected. Qualitative content analysis of free text responses identified limitations of an online compared with a face‐to‐face formal education program and specific aspects of placements, which contribute to perceived preparedness.ConclusionThe current study highlights key aspects of clinical placements and formal teaching programs that contribute to perceptions of preparedness for transition to clinical practice. Relevant experiential learning in the clinical setting, opportunities for deliberate practice of necessary skills (in simulation and the clinical setting) and reflective opportunities from formal teaching programs contribute to perceived preparedness and are important elements to be included in the final phase of any medical program.