Graduating medical students’ perception of preparedness for practice: experiential learning is key

Le résumé fourni par la source

BACKGROUND: Preparedness for practice (P4P) encompasses experience, knowledge, confidence, self-awareness, accountability, resilience, and competency, and is crucial to improved patient outcomes, healthcare team dynamics and doctor wellbeing. This study aimed to investigate graduating medical students’ perceptions of P4P. METHODS: Graduating medical students from the class of 2022 at an Australian University were invited to voluntarily participate in the study. The cross-sectional exploratory study was developed using co-design (co-creation with faculty and medical students) and employed through a 69-question survey. The survey measured eight key competency areas using 5-point Likert confidence scales and 34 open-ended questions. Quantitative data was analysed using descriptive statistics. Text responses were analysed with qualitative description which drew upon thematic analysis and coding. RESULTS: A total of 365 graduating Doctor of Medicine students completed the survey (83% response rate). Overall, 87% of students reported that they felt adequately to very well prepared for practice. Results showed a median Likert rating of 4 (out of 5) across six of the eight competency areas. Students reporting feeling most prepared in core clinical competencies, teamwork, and professionalism and least confident in procedural skills. Themes identified as key influences in confidence and perceptions of P4P were; adequacy of opportunities to practise, experiences relating to clinical placement, supportive or unsupportive learning environments, personal attributes and life experience, curricula design, assessment with feedback and perceived easiness of skill/task and risk to patients. CONCLUSIONS: The findings of the study indicate that overall students do feel prepared for practice, but factors to further improve work-readiness and transition to practice could focus on repeated skills practice, supportive real-life clinical learning environments and quality feedback.

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