Perceptions of transition into clinical placement
Nicola Lawson Scott, Samer Mahran, Rakesh Patel, M. G. Culshaw
Abstract
INTRODUCTION: A major transition for medical students is the change from the pre-clinical to clinical years of their curriculum. Interventions to help students manage this transition effectively, such as preparatory skills courses and peer mentoring, are used in many medical schools, yet students remain apprehensive about this period. This study aims to investigate student feelings and perceptions around the transition from the pre-clinical to clinical part of the curriculum to inform interventions for helping them better manage the experience. METHOD: A cross-sectional study of all students starting their first clinical placement was undertaken. Questionnaires were administered online. Ordinal data were collected via Likert-scale responses. Free text responses were analysed using thematic analysis. RESULTS: Likert-scale responses showed that most students (69%) agreed or strongly agreed that they looked forward to the range of wards they would spend time on. Respectively, 41% and 43% of students agreed they would be supported in taking histories or carrying out clinical. The majority of students disagreed (28%) or were not sure (27%) that they would have a clear role on the ward. Free text responses identified that students looked forward to patient contact and new ways of learning but were apprehensive about making mistakes, poor staff attitude, personal wellbeing and a lack of purpose in the clinical environment. CONCLUSIONS: The transition into the clinical phase is complex, and students have a wide variety of concerns beyond skills or knowledge deficits. To address these worries, interventions for both improving psychological wellbeing and academic achievement should be developed.