Transition processes through a longitudinal integrated clerkship: a qualitative study of medical students' experiences

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...

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Bibliographic Details
Published in:Medical education 2015-10, Vol.49 (10), p.1028-1037
Main Authors: Dubé, Timothy V, Schinke, Robert J, Strasser, Roger, Couper, Ian, Lightfoot, Nancy E
Format: Article
Language:English
Subjects:
Adult
Clinical Clerkship
Clinical Competence
Education, Medical
Female
Humans
Learning
Longitudinal Studies
Male
Ontario
Physician-Patient Relations
Qualitative Research
Students, Medical - psychology
Time Factors
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Summary: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. Discuss ideas arising from the article at http://www.mededuc.com discuss.
ISSN:0308-0110
1365-2923
DOI:10.1111/medu.12797