Your browser doesn't support javascript.
loading
Transition processes through a longitudinal integrated clerkship: a qualitative study of medical students' experiences.
Dubé, Timothy V; Schinke, Robert J; Strasser, Roger; Couper, Ian; Lightfoot, Nancy E.
Afiliación
  • Dubé TV; Northern Ontario School of Medicine, Sudbury and Thunder Bay, Ontario, Canada.
  • Schinke RJ; School of Human Kinetics, Laurentian University, Sudbury, Ontario, Canada.
  • Strasser R; Northern Ontario School of Medicine, Sudbury and Thunder Bay, Ontario, Canada.
  • Couper I; Centre for Rural Health, University of the Witwatersrand, Johannesburg, South Africa.
  • Lightfoot NE; School of Rural and Northern Health, Laurentian University, Sudbury, Ontario, Canada.
Med Educ ; 49(10): 1028-37, 2015 Oct.
Article en En | MEDLINE | ID: mdl-26383074
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.
Asunto(s)
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Relaciones Médico-Paciente / Estudiantes de Medicina / Prácticas Clínicas / Competencia Clínica Tipo de estudio: Guideline / Observational_studies / Prognostic_studies / Qualitative_research Límite: Adult / Female / Humans / Male País/Región como asunto: America do norte Idioma: En Revista: Med Educ Año: 2015 Tipo del documento: Article País de afiliación: Canadá Pais de publicación: Reino Unido
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Relaciones Médico-Paciente / Estudiantes de Medicina / Prácticas Clínicas / Competencia Clínica Tipo de estudio: Guideline / Observational_studies / Prognostic_studies / Qualitative_research Límite: Adult / Female / Humans / Male País/Región como asunto: America do norte Idioma: En Revista: Med Educ Año: 2015 Tipo del documento: Article País de afiliación: Canadá Pais de publicación: Reino Unido