Bridging the gap: supporting the transition from medical student to practising doctor – a two-week preparation programme after graduation

Abstract

Concern exists that the transition from student to doctor is abrupt and stressful, and that new graduates lack both clinical skills and confidence. This paper explores the effect of a preparation programme on the confidence and skills of new graduates commencing their first clinical post. Fifty-three participants in two English hospitals undertook a two-week induction combining life support, emergency and clinical skills training with administrative induction and shadowing the outgoing house officer. Questionnaires and focus groups at the beginning, end, and one month following the programme explored participants’ perceptions. Respondents were initially anxious about starting work, concerned mainly about clinical skills; taking responsibility; being alone; non-technical skills; and local geography and procedures. Confidence increased following the programme, and the programme's contents directly mitigated some fears. Shadowing was most highly valued, though experiences varied; acute emergency training was also valued, but clinical skills revision was more variably received. Having commenced work, these perceptions remained. Confidence increased further, but clinical practice still represented a steep learning curve. This programme to support the transition from medical student to practising doctor was useful and effective, but could be improved. Increasing responsibility during shadowing could effect an even smoother transition.

Additional information

Notes on contributors

Emma-Jane Berridge

EMMA-JANE BERRIDGE, BSc PhD, is Research Fellow in the Health Care Education Development Unit, City University, UK. Her research interests include educational innovation and continuing professional development.

Della Freeth

DELLA FREETH, BSc PhD CertEd FSS ILTM, is Reader in Education for Health Care Practice at City University, UK. Her research interests include interprofessional education and learning through simulated professional practice.

Judi Sharpe

JUDI SHARPE, is manager of the Education Centre, Southend University Hospital NHS Foundation Trust and immediate past Chair of the National Association of Medical Education Managers. She has worked in Medical Education for 15 years and in the NHS for 28 years.

C. Michael Roberts

C MICHAEL ROBERTS, MB ChB MA MD FRCP, is Consultant Physician and Professor of Medical Education for Clinical Practice, and Director of the North East Thames Foundation School. He is responsible for the final undergraduate year and first two postgraduate years in North East Thames. Research interests include aligning the undergraduate curriculum with the requirements of postgraduate clinical practice.