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

journal contribution
posted on 31.08.2020 by Ellen Stuart, Daire Oleary, Roberta Rowntree, Cornelia Carey, Linda O'Rourke, Emer O'Brien, Aisling Walsh, Vincent Russell

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.

History

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Medical Teacher on August 2020, available online: http://www.tandfonline.com/10.1080/0142159X.2020.1803250.

Published Citation

Stuart E, O'Leary D, Rowntree R, Carey C, O'Rourke L, O'Brien E, Walsh A, Russell V. Challenges in experiential learning during transition to clinical practice: a comparative analysis of reflective writing assignments during general practice, paediatrics and psychiatry clerkships. Medical Teacher. 2020; Aug 10:1-8

Publication Date

2020

PubMed ID

32776857

Department/Unit

  • General Practice
  • Paediatrics
  • Psychiatry
  • Public Health and Epidemiology

Research Area

  • Population Health and Health Services
  • Health Professions Education

Embargo Required

10/08/2021

Publisher

Taylor & Francis

Version

  • Accepted Version (Postprint)

Exports