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Workplace immersion in the final year of an undergraduate medicine course: The views of final year students and recent graduates

Citation

Sen Gupta, T and Hays, RB and Woolley, T and Kelly, G and Jacobs, H, Workplace immersion in the final year of an undergraduate medicine course: The views of final year students and recent graduates, Medical Teacher, 36, (6) pp. 518-526. ISSN 0142-159X (2014) [Refereed Article]

Copyright Statement

Copyright 2014 Informa UK Ltd.

DOI: doi:10.3109/0142159X.2014.907878

Abstract

BACKGROUND: Most medical schools require formal competence assessment of students immediately prior to graduation, but variation exists in the approach to endpoint assessments. This article reports perceptions of senior students and graduates from a school with a six-year program which has introduced final year workplace immersion placements following a barrier examination at the end of the penultimate Year 5.

METHODS: Final year students (22) and recent graduates (4) attended focus groups and in-depth interviews exploring their perceptions of the value of the curriculum experience during the final two years, the structure and timing of assessment, and their preparation for internship.

FINDINGS: Participants felt that the penultimate year was more pressured, and focused on passing "artificial" examinations. In contrast, the final year was more relaxed, building skills for postgraduate work and later career development. As a result, students felt well prepared for internship with some indication that the self-directed nature of the final year promoted a lifelong learning approach.

CONCLUSION: The final year workplace immersion model was regarded positively by senior students of this medical school. This model may be a better way of preparing students to be junior doctors than a traditional final year heavy on theoretical learning and assessment.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Medicine, Nursing and Health Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Processes
Author:Hays, RB (Professor Richard Hays)
ID Code:96871
Year Published:2014
Web of Science® Times Cited:1
Deposited By:Medicine (Discipline)
Deposited On:2014-11-25
Last Modified:2015-08-04
Downloads:0

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