Endured and prevailed: a phenomenological study of doctors’ first year of clinical practice

BMC Medical Education

Research

Niamh Coakley¹  Deirdre Bennett²  Paula O’Leary³ 

[1] Department of Medicine, University College Cork, National University of Ireland, Cork, Ireland;Medical Education Unit, University College Cork, National University of Ireland, Cork, Ireland;School of Medicine, University College Cork, National University of Ireland, Cork, Ireland;

关键词: Transition;    Clinical practice;    Medical graduates;    Phenomenology;    Clinical learning environment;    First year of practice;   

DOI  :  10.1186/s12909-023-04059-w

 received in 2022-03-23, accepted in 2023-01-24,  发布年份 2023

来源: Springer

【 摘 要 】

ContextThe challenging nature of the transition from medical student to doctor is highlighted by the associated negative consequences to new doctors’ mental health and wellbeing. Enhanced understanding of the lived experience of recent medical graduates as they move through the stages of transition over the first year of practice can inform interventions to ease the difficulties encountered.MethodsUsing interpretative phenomenological analysis (IPA), a novel approach to this topic, we explored the lived experience of transition from student to doctor over the first year of practice after graduation. Twelve new graduates were purposively recruited. We conducted semi-structured interviews at the end of their first year of practice with respect to their experience over the first year.ResultsThe experience of transition was characterised by overlapping temporal stages. Participants’ initial adjustment period was characterised by shock, coping and stabilisation. A phase of development followed, with growth in confidence and a focus on self-care. Adversity was experienced in the form of interprofessional tensions, overwork, isolation and mistreatment. Finally, a period of reflection and rationalisation marked the end of the first year.DiscussionFollowing initial anxiety regarding competence and performance, participants’ experience of transition was predominantly influenced by cultural, relational and contextual aspects of clinical practice. Solutions to ease this challenging time include stage-specific transitional interventions, curricular change at both undergraduate and postgraduate levels and a re-evaluation of the clinical learning environment to mitigate the difficulties endured.

【 授权许可】

CC BY   
© The Author(s) 2023

【 图 表 】

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