Flying the nest. An explorative study of experiences in transitioning from campus to clinical years

Introduction: The transition to the clinical environment is widely acknowledged as challenging [1]. In moving from the familiar lectures and tutorials to the ward-based application of knowledge students can feel emotionally, socially and practically unprepared [1]. Stress is known to impact student learning and understanding [2]. Furthermore, given early clinical experiences can influence the future careers of resident doctors, it is essential to foster positive experiences, starting with the transition [3]. Educators dedicate time at the end of 2nd year and start of 3rd year to prepare the students for longitudinal clinical attachments. However, the format, topics and themes are decided by the University. This study aims to assess the readiness of students entering clinical attachment and how we can improve preparedness and support during this crucial process.<br/><br/>Methods: A retrospective explorative study with 3rd year medical students at Queen’s University Belfast (QUB). Following focus groups and interviews, themes were identified and refined using thematic analysis. Data interpretation, validation, triangulation and reporting were carried out.<br/><br/>Results: All current 3rd year students at QUB were invited to participate, with 12 volunteering for focus groups and interviews. The students felt generally unprepared for the transition. Several themes emerged highlighting a lack in clarity of expectations, lack of support, time management issues, rushed and inadequate preparation, fear at practicing skills on patients having only used mannequins and the feeling of exclusion and isolation on the ward. <br/><br/>Conclusion: This study highlights a mixture of positive and negative experiences about transitioning to clinical attachments. Despite the effort of medical education there is a clear disconnect between what educators feel is essential as preparation and what students feel is important and required. The themes identified are reshaping the introduction to the first clinical year in QUB.