Cargando…

Experience of enhanced near-peer support for new medical graduates of an Irish university: a phenomenological study

CONTEXT: Factors contributing to the stressful transition from student to doctor include issues with preparedness for practice, adjusting to new status and responsibility, and variable support. Existing transitional interventions provide inconsistent participation, responsibility and legitimacy in t...

Descripción completa

Detalles Bibliográficos
Autores principales:	Coakley, Niamh, Wiese, Anel, O'Leary, Paula, Bennett, Deirdre
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	BMJ Publishing Group 2023
Materias:	Medical Education and Training
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10163558/ https://www.ncbi.nlm.nih.gov/pubmed/37137555 http://dx.doi.org/10.1136/bmjopen-2022-069101

Ejemplares similares

Endured and prevailed: a phenomenological study of doctors’ first year of clinical practice
por: Coakley, Niamh, et al.
Publicado: (2023)

Association between dispositional empathy and self-other distinction in Irish and Belgian medical students: a cross-sectional analysis
por: Bukowski, Henryk, et al.
Publicado: (2021)

Supervised workplace learning in postgraduate training: a realist synthesis
por: Wiese, Anel, et al.
Publicado: (2018)

Transition to clinical practice during the COVID-19 pandemic: a qualitative study of young doctors’ experiences in Brazil and Ireland
por: Montagna, Erik, et al.
Publicado: (2021)

Junior doctor psychiatry placements in hospital and community settings: a phenomenological study
por: Beattie, Sharon, et al.
Publicado: (2017)

International medical graduates in the USA: a qualitative study on perceptions of physician migration
por: Chen, P G, et al.
Publicado: (2011)

New graduate doctors’ preparedness for practice: a multistakeholder, multicentre narrative study
por: Monrouxe, Lynn V, et al.
Publicado: (2018)

How prepared are UK medical graduates for practice? A rapid review of the literature 2009–2014
por: Monrouxe, Lynn V, et al.
Publicado: (2017)

Career Progression of Queen’s University Belfast Graduates after Completion of Foundation Programme Training
por: Chan, Jeremy, et al.
Publicado: (2020)

A balancing act: a phenomenological exploration of medical students' experiences of using mobile devices in the clinical setting
por: Rashid-Doubell, F, et al.
Publicado: (2016)

Implications of aligning full registration of doctors with medical school graduation: a qualitative study of stakeholder perspectives
por: Mattick, K L, et al.
Publicado: (2016)

Are recent graduates enough prepared to perform obstetric skills in their rural and compulsory year? A study from Ecuador
por: Sánchez del Hierro, Galo, et al.
Publicado: (2014)

Views of UK-trained medical graduates of 1999–2009 about their first postgraduate year of training: national surveys
por: Lambert, Trevor W, et al.
Publicado: (2013)

Effect of sex on specialty training application outcomes: a longitudinal administrative data study of UK medical graduates
por: Woolf, Katherine, et al.
Publicado: (2019)

Impact of holistic review on diversity of interviewed and matriculating residents in graduate medical education: a systematic review protocol
por: Althans, Alison R, et al.
Publicado: (2023)

Combining parenthood with a medical career: questionnaire survey of the UK medical graduates of 2002 covering some influences and experiences
por: Lambert, Trevor W, et al.
Publicado: (2017)

Prevalence and severity of burnout in Hong Kong doctors up to 20 years post-graduation: a cross-sectional study
por: Ng, Amy Pui Pui, et al.
Publicado: (2020)

Formative peer assessment in healthcare education programmes: protocol for a scoping review
por: Stenberg, Marie, et al.
Publicado: (2018)

Formative peer assessment in higher healthcare education programmes: a scoping review
por: Stenberg, Marie, et al.
Publicado: (2021)

WhatsApp(TM) for CESR: Experience From a Peer Support Group
por: Loo, Jiann Lin, et al.
Publicado: (2023)

Psychiatry peer review groups in Australia: a mixed-methods exploration of structure and function
por: Lancaster, Jeanette, et al.
Publicado: (2020)

Effect of deliberate practice training of graduate students in general psychotherapeutic skills compared with theoretical teaching: protocol for the randomised controlled TRIPS trial
por: Østergård, Ole Karkov, et al.
Publicado: (2022)

Trainees4trainees: an innovative peer support project for junior doctors across specialties
por: Behrman, Sophie, et al.
Publicado: (2021)

Are efforts to attract graduate applicants to UK medical schools effective in increasing the participation of under-represented socioeconomic groups? A national cohort study
por: Kumwenda, Ben, et al.
Publicado: (2018)

Quasi-experimental study on the effectiveness of a house officer preparatory course for medical graduates on self-perceived confidence and readiness: a study protocol
por: Rashid, Aneesa Abdul, et al.
Publicado: (2019)

A Peer Supervision Pilot Scheme
por: Middleton, Laura, et al.
Publicado: (2022)

Student perspectives on barriers to performance for black and minority ethnic graduate-entry medical students: a qualitative study in a West Midlands medical school
por: Morrison, Nariell, et al.
Publicado: (2019)

Manuscript review continuing medical education: a retrospective investigation of the learning outcomes from this peer reviewer benefit
por: Kawczak, Steven, et al.
Publicado: (2020)

Exploring reasons for differences in performance between UK and international medical graduates in the Membership of the Royal College of General Practitioners Applied Knowledge Test: a cognitive interview study
por: Pattinson, Julie, et al.
Publicado: (2019)

Is there an association between nurse, clinical teacher and peer feedback for trainee doctors’ medical specialty choice? An observational study in Taiwan
por: Hsu, Chih-Ming, et al.
Publicado: (2018)

Smartphone Apps in Graduate Medical Education Virtual Recruitment During the COVID-19 Pandemic
por: Shah, Neeral L., et al.
Publicado: (2021)

Factors associated with graduation examination results from standardised residency training in Zhejiang Province, China: a cross-sectional analysis of medical examination results data from 2020
por: Gao, QiSheng, et al.
Publicado: (2023)

Assessing doctors’ competencies using multisource feedback: validating a Japanese version of the Sheffield Peer Review Assessment Tool (SPRAT)
por: Sasaki, Hatoko, et al.
Publicado: (2015)

Peer-led medication education in the time of COVID-19
por: Roberts, Rosa
Publicado: (2021)

Peer mentoring in psychiatry: a trainee-led initiative
por: Moore, Zoe, et al.
Publicado: (2021)

Objectivity in subjectivity: do students’ self and peer assessments correlate with examiners’ subjective and objective assessment in clinical skills? A prospective study
por: Inayah, A'man Talal, et al.
Publicado: (2017)

Qualitative evaluation of an educational intervention to reduce medicolegal risks for medical doctors experiencing significantly more cases than their peers in the UK and Ireland
por: Jolly, John, et al.
Publicado: (2018)

Performance of Queen’s University Belfast graduates at core and speciality application
por: McKenna, Joshua, et al.
Publicado: (2021)

1,000 Cambridge Clinical Students: A 15-Year Survey of a New Medical School’s Graduates
por: Sherwood, Thomas
Publicado: (1998)

Medical school predictors of later perceived mastery of clinical work among Norwegian doctors: a cohort study with 10-year and 20-year follow-up
por: Belfrage, Anna, et al.
Publicado: (2017)

Cannot write session to /tmp/vufind_sessions/sess_t045bnr9g0i03bk5s732b5jjm8