What's in a Transition? An Integrative Perspective on Transitions in Medical Education

Colbert-Getz, Jorie M.; Baumann, Steven L.; Shaffer, Kerri; Lamb, Sara; Lindsley, Janet E.; Rainey, Robert G.; Randall, Kristin; Roussel, Danielle; Stevenson, Adam; Cianciolo, Anna T.; Maines, T. Dean; O’Brien, Bridget; Westerman, Michael A.

doi:10.1080/10401334.2016.1217226

Cited by 16 publications

(15 citation statements)

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“… 15 , 23 Colbert-getz states that experiences vary which causes fluctuating states of emotional, physical and social instability. 24 All these studies have similar perspectives explained as in this study as an oscillating journey with a net forward direct for learning. The oscillation during the transitional journey is due to intrinsic and extrinsic factors playing in the picture.…”

Section: Discussionsupporting

confidence: 63%

Conceptualizing Medical Resident’s Journey through Wonderland of Clinical Practice: From transitional shock to role adaptation to independent practice

Sohail¹,

Yasmeen

2021

Pak J Med Sci

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Objectives: To explore experiences of medical residents about stages and nature of transitional journey from induction into residency program to achievement of consultant title. Methods: Qualitative phenomenological study was conducted at Sir Gangaram hospital and Fatima Memorial Hospital, Lahore for six months from Feb 2019-July 2019 after IRB/ERC approval from Islamic International Medical College (Ref# Riphah/IIMC/ERC/19/0320). Using purposive criterion sampling, 16 semi-structured interviews in four departments, four strata of junior residents, senior residents, newly-qualified consultants, and supervising consultants with four participants each were conducted till theoretical saturation of data was achieved. After informed consent, audio recorded data was transcribed verbatim & analyzed through Atlas.ti 7 using Interpretive Phenomenological Analysis. After Bracketing and horizontalization, data was coded line by line. Codes (324) were merged to categories (19) for structural and textural description. Composite description of phenomenon was done by abstraction of themes (eight for stages and two for nature of journey). Results: Eight themes for stages as merriment, anguish, melancholy, acceptance and efforts, intensive learning, burnishing to shine, identity formation and intra-stage oscillations were identified. Two themes for journey’s nature were exponential learning & oscillating journey. Conclusion: The transitional journey is a multi-stage complex, oscillating journey. An oscillating electron model is presented upon the findings of this study to explain resident transition doi: https://doi.org/10.12669/pjms.37.4.3853 How to cite this:Sohail M, Yasmeen R. Conceptualizing Medical Resident’s Journey through Wonderland of Clinical Practice: From transitional shock to role adaptation to independent practice. Pak J Med Sci. 2021;37(4):---------. doi: https://doi.org/10.12669/pjms.37.4.3853 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Section: Discussionsupporting

confidence: 63%

Conceptualizing Medical Resident’s Journey through Wonderland of Clinical Practice: From transitional shock to role adaptation to independent practice

Sohail¹,

Yasmeen

2021

Pak J Med Sci

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“…Effectively, the two models support exactly the same guidelines for the design of education and training. Since a variety of articles and book chapters have provided rather detailed reviews and overviews of recommendations for education and training,3, 4, 5, 8, 9, 10, 11, 19, 23, 25, 30, 33 using examples from recently published research, this article focuses on three core guidelines, two of which have been considered mainly more recently.…”

Section: Three Core Guidelines For the Design Of Instruction And Assementioning

confidence: 99%

“…A vast body of empirical work has demonstrated the narrow limits of human working memory,15, 16, 17, 18 and CLT states that the design of education has to respect these limits 4, 5, 9, 11. Several empirical studies inspired by CLT12, 20, 21, 22, 24, 26, 27, 28 and reviews of practical implications of CLT4, 5, 10, 11, 19, 23, 25, 29, 30 have contributed to guidelines for the design of medical education. Simultaneously, several research groups have developed instruments for the measurement of cognitive load in a medical education context 22, 24, 26, 27, 28.…”

Section: Introductionmentioning

confidence: 99%

Cognitive load theory: Practical implications and an important challenge

Leppink

2017

Journal of Taibah University Medical Sciences

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The field of medical education has adopted a wide variety of theories from other fields. A fairly recent example is cognitive load theory, which originated in educational psychology. Several empirical studies inspired by cognitive load theory and reviews of practical implications of cognitive load theory have contributed to guidelines for the design of medical education. Simultaneously, several research groups have developed instruments for the measurement of cognitive load in a medical education context. These developments notwithstanding, obtaining evidence for different types of cognitive load remains an important challenge. Therefore, the aim of this article is twofold: to provide medical educators with three key guidelines for the design of instruction and assessment and to discuss several fundamental issues in the remaining challenges presented by different types of cognitive load. The guidelines revolve around minimizing cognitive activity that does not contribute to learning, working with specific learning goals in mind, and appreciating the multifaceted relation between learning and assessment. Key issues around the types of cognitive load include the context in which learning occurs, the continued use of single-item mental effort ratings, and the timing of cognitive load and learning outcome measurements.

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“…The new responsibilities and independence contribute to interns’ burnout [ 3 ], stress [ 4 ], depression [ 5 ], and, in some cases, even regret in career choice [ 4 ]. Capstone courses, also referred to as boot camps or intern preparatory courses, were developed to address the abruptness and negative impacts of this transition by improving student preparation for their upcoming roles as physicians [ 6 , 7 ]. These courses are recommended by the Alliance for Clinical Education (ACE) as a standard component of fourth-year medical student curricula [ 1 ] prior to graduation and implementation is increasing across the United States [ 8 - 10 ].…”

Section: Introductionmentioning

confidence: 99%

A Mixed Methods Approach to Understanding Curricular Impact of a Capstone Course on the Self-Efficacy of Fourth-Year Medical Students

Jacobs

Kugler

Chi

et al. 2020

Cureus

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Background Capstone, or bootcamp, courses have been shown to increase the knowledge, skills, and selfefficacy of students prior to starting intern year and have been recommended by the Alliance for Clinical Education (ACE) to be incorporated into the fourth-year medical school curricula. However, a paucity of research exists regarding the exploration of the student perspective on critical curricular content and teaching strategies in a capstone course. Self-efficacy, one's subjective task-specific judgment of capability, has served in the literature as a framework for capstone outcomes and is derived from four sources of experiences: practice, observation of others, feedback, and one's emotional reaction to difficult situations. Utilizing this framework, we aimed to evaluate the impact of our capstone curriculum on students' self-efficacy and to identify critical curricular content and teaching strategies that affected students' self-efficacy and their transition into residency.

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What's in a Transition? An Integrative Perspective on Transitions in Medical Education

Cited by 16 publications

References 0 publications

Conceptualizing Medical Resident’s Journey through Wonderland of Clinical Practice: From transitional shock to role adaptation to independent practice

Conceptualizing Medical Resident’s Journey through Wonderland of Clinical Practice: From transitional shock to role adaptation to independent practice

Cognitive load theory: Practical implications and an important challenge

A Mixed Methods Approach to Understanding Curricular Impact of a Capstone Course on the Self-Efficacy of Fourth-Year Medical Students

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