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Transitioning from university to postgraduate medical training: A narrative review of work readiness of medical graduates
CONTEXT: Work readiness is often described in terms of the clinical competence medical graduates bring to day 1 of internship. Despite being increasingly viewed as a key graduate outcome, work readiness has remained poorly defined. OBJECTIVE: This narrative review draws on the international literatu...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley and Sons Inc.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8025846/ https://www.ncbi.nlm.nih.gov/pubmed/33855193 http://dx.doi.org/10.1002/hsr2.270 |
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author | Padley, James Boyd, Sarah Jones, Alison Walters, Lucie |
author_facet | Padley, James Boyd, Sarah Jones, Alison Walters, Lucie |
author_sort | Padley, James |
collection | PubMed |
description | CONTEXT: Work readiness is often described in terms of the clinical competence medical graduates bring to day 1 of internship. Despite being increasingly viewed as a key graduate outcome, work readiness has remained poorly defined. OBJECTIVE: This narrative review draws on the international literature to explore how different research methods provide differing insight into what constitutes work readiness of medical graduates. From this, we explored contributory factors and developed a conceptual framework to better understand work readiness. METHODS: Databases were searched using the terms including “ready,” “readiness,” “preparedness,” “medical graduates,” “intern,” and “junior doctor.” Information was summarized using a textual description template that included information on study setting, participants, methodologies, limitations, and key result areas (including measures/themes and study conclusions). Consensus discussions between authors led to the naming and understanding of the key themes. RESULTS: Seventy studies were included in the review. Study participants included final‐year medical students (n = 20), junior doctors early in internship (n = 24), and junior doctors late in internship or postgraduate year 2 and above (n = 23). Most studies explored work readiness through the retrospective self‐report of the students and/or junior doctor participants. Quantitative research methods elaborated on key skills‐based competencies, whereas qualitative research methods provided insight into key contextual and individual characteristics that contributed to preparedness. CONCLUSIONS: Different research methods provided insight into competencies, as well as individual and contextual aspects, associated with preparedness for practice. The transition from university to clinical practice is significant and requires personal capability and confidence, as well as a supportive training context. Enabling students to engage authentically in clinical environments enhanced preparedness by promoting understanding of role and responsibility. Individual resilience is important, but contextual factors, including provision of adequate support and feedback, can enhance or subtract from feeling prepared. We propose a novel conceptual framework for better understanding work readiness. |
format | Online Article Text |
id | pubmed-8025846 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | John Wiley and Sons Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-80258462021-04-13 Transitioning from university to postgraduate medical training: A narrative review of work readiness of medical graduates Padley, James Boyd, Sarah Jones, Alison Walters, Lucie Health Sci Rep Reviews CONTEXT: Work readiness is often described in terms of the clinical competence medical graduates bring to day 1 of internship. Despite being increasingly viewed as a key graduate outcome, work readiness has remained poorly defined. OBJECTIVE: This narrative review draws on the international literature to explore how different research methods provide differing insight into what constitutes work readiness of medical graduates. From this, we explored contributory factors and developed a conceptual framework to better understand work readiness. METHODS: Databases were searched using the terms including “ready,” “readiness,” “preparedness,” “medical graduates,” “intern,” and “junior doctor.” Information was summarized using a textual description template that included information on study setting, participants, methodologies, limitations, and key result areas (including measures/themes and study conclusions). Consensus discussions between authors led to the naming and understanding of the key themes. RESULTS: Seventy studies were included in the review. Study participants included final‐year medical students (n = 20), junior doctors early in internship (n = 24), and junior doctors late in internship or postgraduate year 2 and above (n = 23). Most studies explored work readiness through the retrospective self‐report of the students and/or junior doctor participants. Quantitative research methods elaborated on key skills‐based competencies, whereas qualitative research methods provided insight into key contextual and individual characteristics that contributed to preparedness. CONCLUSIONS: Different research methods provided insight into competencies, as well as individual and contextual aspects, associated with preparedness for practice. The transition from university to clinical practice is significant and requires personal capability and confidence, as well as a supportive training context. Enabling students to engage authentically in clinical environments enhanced preparedness by promoting understanding of role and responsibility. Individual resilience is important, but contextual factors, including provision of adequate support and feedback, can enhance or subtract from feeling prepared. We propose a novel conceptual framework for better understanding work readiness. John Wiley and Sons Inc. 2021-04-07 /pmc/articles/PMC8025846/ /pubmed/33855193 http://dx.doi.org/10.1002/hsr2.270 Text en © 2021 The Authors. Health Science Reports published by Wiley Periodicals LLC. This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc-nd/4.0/ License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made. |
spellingShingle | Reviews Padley, James Boyd, Sarah Jones, Alison Walters, Lucie Transitioning from university to postgraduate medical training: A narrative review of work readiness of medical graduates |
title | Transitioning from university to postgraduate medical training: A narrative review of work readiness of medical graduates |
title_full | Transitioning from university to postgraduate medical training: A narrative review of work readiness of medical graduates |
title_fullStr | Transitioning from university to postgraduate medical training: A narrative review of work readiness of medical graduates |
title_full_unstemmed | Transitioning from university to postgraduate medical training: A narrative review of work readiness of medical graduates |
title_short | Transitioning from university to postgraduate medical training: A narrative review of work readiness of medical graduates |
title_sort | transitioning from university to postgraduate medical training: a narrative review of work readiness of medical graduates |
topic | Reviews |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8025846/ https://www.ncbi.nlm.nih.gov/pubmed/33855193 http://dx.doi.org/10.1002/hsr2.270 |
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