Multiple and multidimensional transitions from trainee to trained doctor: a qualitative longitudinal study in the UK

Gordon, Lisi; Jindal‐Snape, Divya; Morrison, Jillian; Muldoon, Janine; Needham, Gillian; Siebert, Sabina; Rees, Charlotte E.

doi:10.1136/bmjopen-2017-018583

Cited by 62 publications

(139 citation statements)

References 35 publications

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“…Proactive support strategies, as opposed to reactive strategies occurring when difficulties already exist, are likely to be particularly useful to help trainees learn to deal with stressful change, which is highly likely in their career . Promoting developmental skills such as reflection, self‐regulated learning skills and other skills such as resilience, could help students adapt to change . A ‘good’ transition from a developmental perspective might start from a stance where researchers understand that the transition is challenging but can be harnessed to provide motivation for learning.…”

Section: Discussionmentioning

confidence: 99%

“…60 Promoting developmental skills such as reflection, self-regulated learning skills and other skills such as resilience, could help students adapt to change. 2,3,60 A 'good' transition from a developmental perspective might start from a stance where researchers understand that the transition is challenging but can be harnessed to provide motivation for learning.…”

Section: Discussionmentioning

confidence: 99%

“…Medical training steers students through pre‐clinical training, to clinical training, to being a newly practising doctor, to specialty training and ultimately to a consultant or specialist. This continuum is punctuated with prolonged, dynamic transition periods as a newcomer adjusts to a new environment . Changing from primarily being in a ‘pre‐clinical’ classroom environment to mainly being in a ‘clinical’ patient‐focused environment is the first of many transition periods that medical trainees will encounter once they have begun medical training and are on a trajectory to being a doctor.…”

Section: Introductionmentioning

confidence: 99%

“…This continuum is punctuated with prolonged, dynamic transition periods as a newcomer adjusts to a new environment. [1][2][3][4] Changing from primarily being in a 'pre-clinical' classroom environment to mainly being in a 'clinical' patient-focused environment is the first of many transition periods that medical trainees will encounter once they have begun medical training and are on a trajectory to being a doctor. This scoping review will focus on medical students transitioning from pre-clinical to clinical training.…”

Section: Introductionmentioning

confidence: 99%

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Beyond the struggles: a scoping review on the transition to undergraduate clinical training

et al. 2019

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Context The transition to clinical training within medical school is often seen as a struggle and students remain in distress despite numerous efforts to minimise threats. Efforts to change this may be misdirected if they are based on narrow conceptualisations of transitions. The authors conducted a scoping review to explore existing conceptual perspectives regarding the transition within medical school from pre‐clinical training to clinical training to suggest a research agenda and practical implications. Methods Between October 2017 and February 2018 the authors searched PubMed, MEDLINE , ERIC , PsycINFO, Web of Science and CINAHL for English language literature with no date limits and retrieved 1582 articles; 46 were included in this review. Two reviewers independently screened articles and extracted data. Data were then charted, analysed and discussed with the research team. Results The transition to clinical training was often described negatively as ‘difficult’, ‘a problem’ and ‘a struggle’. Our analysis found that researchers in medical education conducted studies on the transition to clinical training from three conceptual perspectives: educational; social, and developmental. Most research approached the transition to clinical training as a problem to be addressed from an educational perspective through transition to clerkship courses and curriculum innovations. Some research was conducted from a social perspective, focusing on building relationships. Regarding development, authors found a few articles highlighting opportunities for personal and professional development by nurturing transferrable learning strategies and reflection. Conclusions This review provides an empirical base on which future research can be built to better understand and support medical students’ ability to navigate change. Finding new perspectives to approach the transition to clinical training could allow researchers to look beyond preparing students for struggles.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Beyond the struggles: a scoping review on the transition to undergraduate clinical training

et al. 2019

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“…Clinical oncology is not unique in this area. Stress, burnout and difficulties around the transition from trainee to consultant also feature in other clinical specialties [7,8], including medical oncology.…”

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confidence: 99%