‘Challenges in experiential learning during transition to clinical practice: A comparative analysis of reflective writing assignments during general practice, paediatrics and psychiatry clerkships’

Abstract

Introduction

This study explored the reflective writing (RW) of senior medical students across a co-ordinated reflection education programme in General Practice, Paediatrics and Psychiatry clerkships during their transition to clinical clerkships. The study compared RW themes from within and across three clerkships in order to understand the influence clerkships had on experiential learning and developing professional identity.

Methods

All medical students in their penultimate year were invited to participate in the study. 135 reflection assignments were analysed. A qualitative thematic analysis of students’ RW was performed. An inductive approach was used and data saturation was achieved.

Results

Clerkship specific themes were the intimacy of the experience in General Practice, the powerlessness students felt and the challenge of delivering family centred care in Paediatrics and the sense of perceived risk in Psychiatry. Common themes across the three clerkships were of emotional struggles in developing a professional identity.

Conclusion

There is an educational need for developmental space for students during General Practice, greater focus on preparing students for relationship building during Paediatrics and addressing stigma and personal safety issues in students during the Psychiatry clerkships. Across clerkships there is a need for better use of evidence based pedagogies to support emotional development.

Keywords:

• Medical education research
• undergraduate
• medicine
• work-based
• professionalism

Glossary

Experiential learning: The construction of knowledge and meaning from real-life experience.

Yardley S, Teunissen PW, Dornan T. 2012. Experiential learning: transforming theory into practice. Med Teach. 34(2):161–164. eng.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Additional information

Notes on contributors

Ellen Stuart

Dr. Ellen Stuart, MB BCh BAO, MSc (Clinical Education), BSc (Physiotherapy), MICGP is a Clinical Lecturer in the Department of General Practice, RCSI Dublin as well as a practicing GP.

Daire O’Leary

Dr. Daire O’Leary, MBBChBAO, DCH, MRCPI, MClinEd. Clinical lecturer in the Department of Paediatrics, RCSI, Dublin.

Roberta Rowntree

Dr. Roberta Rowntree, MB BCh BAO, Dip Clinical Education, MCPsychI has held a Clinical Lecturer post in the Department of Psychiatry, RCSI Dublin and is on the Irish Higher Special Training Scheme in Psychiatry.

Cornelia Carey

Dr. Cornelia Carey, MB BCh BAO, MCPsychI, has held a Clinical Lecturer post in the Department of Psychiatry, RCSI, Dublin and is on the Irish Higher Special Training Scheme in Psychiatry.

Linda O’Rourke

Dr. Linda O'Rourke, MB BCh BAO BMedSc, MRCPsych, MD is a Consultant Psychiatrist and Senior Clinical Lecturer at the Department of Psychiatry, RCSI Dublin.

Emer O’Brien

Dr. Emer O’Brien, MB BCh BAO, BSc (Pharmacology), MICGP, Dip (Clinical Education) is a Clinical Lecturer in the Department of General Practice, RCSI Dublin.

Aisling Walsh

Dr. Aisling Walsh, BA, MSocSc, PhD., Lecturer in research methods and health services and systems researcher, RCSI Dublin.

Vincent Russell

Professor Vincent Russell, MD, MSc, FRCPsych, FRCPC, Associate Clinical Professor, Department of Psychiatry, RCSI, Dublin.