Transition processes through a longitudinal integrated clerkship: a qualitative study of medical students' experiences
Transition processes through a longitudinal integrated clerkship: a qualitative study of medical students' experiences
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DOI：
10.1111/medu.12797
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发表时间：
2015-10-01
影响因子：
6
通讯作者：
Lightfoot, Nancy E.
中科院分区：
文献类型：
--
作者：
Dube, Timothy V.;Schinke, Robert J.;Lightfoot, Nancy E.
本文描述了三年级医学生在纵向综合助理工作(LIC)过程中所经历的过渡过程。本研究的目的是了解12名北安大略省医学院(NOSM)三年级医学生对他们过渡过程的看法。方法通过对每个学生的三次访谈，分别在实习前、实习期间和实习后纵向收集数据。结果受试者发现了过渡过程中三个相互关联的阶段：(I)从课堂转移到临床学习；(Ii)处理定向障碍和恢复平衡；(Iii)将自己视为一名医生。访谈数据为参与者针对这些阶段制定的适应性策略提供了证据。结论基于这些发现，LIC期间的过渡过程可以被描述为进入陌生的过程，几乎没有关于变化的预先警告，经历困惑和倦怠的时刻，以及最终在医生临床角色中获得信心和能力的过程。对未来的研究机会提出了建议，以进一步加强对转型的研究。
CONTEXT This paper describes the transition processes experienced by Year 3 medical students during their longitudinal integrated clerkship (LIC). The authors conceptualise the stages that encompass the transition through a LIC.OBJECTIVES The purpose of this study was to understand the perspectives of 12 Northern Ontario School of Medicine (NOSM) Year 3 medical students about their transition process.METHODS Data were collected longitudinally through three conversational interviews with each of these students, occurring before, during and after the clerkship. The authors used a guided walk methodology to explore students' everyday lives and elicit insights about the transition process, prompted by the locations and clinical settings in which the clerkship occurred.RESULTS Participants identified three interconnected stages in the transition process: (i) shifting from classroom to clinical learning; (ii) dealing with disorientation and restoring balance, and (iii) seeing oneself as a physician. Interview data provided evidence for the adaptive strategies the participants developed in response to these stages.CONCLUSIONS Based on these findings, the transition process during a LIC can be characterised as one of entering the unfamiliar, with few forewarnings about the changes, of experiencing moments of confusion and burnout, and of eventual gains in confidence and competence in the clinical roles of a physician. Recommendations are made regarding future research opportunities to further scholarship on transitions.