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    Rights statement: © 2013 Illing et al; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Perceptions of UK medical graduates' preparedness for practice: a multi-centre qualitative study reflecting the importance of learning on the job

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Perceptions of UK medical graduates' preparedness for practice: a multi-centre qualitative study reflecting the importance of learning on the job. / Illing, Jan C.; Morrow, Gill M.; Rothwell nee Kergon, Charlotte R. et al.
In: Medical Education, Vol. 13, 34, 28.02.2013.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Illing, JC, Morrow, GM, Rothwell nee Kergon, CR, Burford, BC, Baldauf, BK, Davies, CL, Peile, EB, Spencer, JA, Johnson, N, Allen, M & Morrison, J 2013, 'Perceptions of UK medical graduates' preparedness for practice: a multi-centre qualitative study reflecting the importance of learning on the job', Medical Education, vol. 13, 34. https://doi.org/10.1186/1472-6920-13-34

APA

Illing, J. C., Morrow, G. M., Rothwell nee Kergon, C. R., Burford, B. C., Baldauf, B. K., Davies, C. L., Peile, E. B., Spencer, J. A., Johnson, N., Allen, M., & Morrison, J. (2013). Perceptions of UK medical graduates' preparedness for practice: a multi-centre qualitative study reflecting the importance of learning on the job. Medical Education, 13, Article 34. https://doi.org/10.1186/1472-6920-13-34

Vancouver

Illing JC, Morrow GM, Rothwell nee Kergon CR, Burford BC, Baldauf BK, Davies CL et al. Perceptions of UK medical graduates' preparedness for practice: a multi-centre qualitative study reflecting the importance of learning on the job. Medical Education. 2013 Feb 28;13:34. doi: 10.1186/1472-6920-13-34

Author

Illing, Jan C. ; Morrow, Gill M. ; Rothwell nee Kergon, Charlotte R. et al. / Perceptions of UK medical graduates' preparedness for practice : a multi-centre qualitative study reflecting the importance of learning on the job. In: Medical Education. 2013 ; Vol. 13.

Bibtex

@article{a33ab996232641fd92dc5994250d363b,
title = "Perceptions of UK medical graduates' preparedness for practice: a multi-centre qualitative study reflecting the importance of learning on the job",
abstract = "BACKGROUND: There is evidence that graduates of different medical schools vary in their preparedness for their first post. In 2003 Goldacre et al. reported that over 40% of UK medical graduates did not feel prepared and found large differences between graduates of different schools. A follow-up survey showed that levels of preparedness had increased yet there was still wide variation. This study aimed to examine whether medical graduates from three diverse UK medical schools were prepared for practice.METHODS: This was a qualitative study using a constructivist grounded theory approach. Prospective and cross-sectional data were collected from the three medical schools.A sample of 60 medical graduates (20 from each school) was targeted. They were interviewed three times: at the end of medical school (n = 65) and after four (n = 55) and 12 months (n = 46) as a Year 1 Foundation Programme doctor. Triangulated data were collected from clinicians via interviews across the three sites (n = 92). In addition three focus groups were conducted with senior clinicians who assess learning portfolios. The focus was on identifying areas of preparedness for practice and any areas of lack of preparedness.RESULTS: Although selected for being diverse, we did not find substantial differences between the schools. The same themes were identified at each site. Junior doctors felt prepared in terms of communication skills, clinical and practical skills and team working. They felt less prepared for areas of practice that are based on experiential learning in clinical practice: ward work, being on call, management of acute clinical situations, prescribing, clinical prioritisation and time management and dealing with paperwork.CONCLUSIONS: Our data highlighted the importance of students learning on the job, having a role in the team in supervised practice to enable them to learn about the duties and responsibilities of a new doctor in advance of starting work.",
keywords = "Adult, Clinical Competence, Cross-Sectional Studies, Education, Medical, Female, Great Britain, Humans, Learning, Male, Physicians, Prospective Studies, Schools, Medical, Self-Assessment",
author = "Illing, {Jan C.} and Morrow, {Gill M.} and {Rothwell nee Kergon}, {Charlotte R.} and Burford, {Bryan C.} and Baldauf, {Beate K.} and Davies, {Carol L.} and Peile, {Ed B.} and Spencer, {John A.} and Neil Johnson and Maggie Allen and Jill Morrison",
note = "{\textcopyright} 2013 Illing et al; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.",
year = "2013",
month = feb,
day = "28",
doi = "10.1186/1472-6920-13-34",
language = "English",
volume = "13",
journal = "Medical Education",
issn = "0308-0110",
publisher = "Wiley-Blackwell",

}

RIS

TY - JOUR

T1 - Perceptions of UK medical graduates' preparedness for practice

T2 - a multi-centre qualitative study reflecting the importance of learning on the job

AU - Illing, Jan C.

AU - Morrow, Gill M.

AU - Rothwell nee Kergon, Charlotte R.

AU - Burford, Bryan C.

AU - Baldauf, Beate K.

AU - Davies, Carol L.

AU - Peile, Ed B.

AU - Spencer, John A.

AU - Johnson, Neil

AU - Allen, Maggie

AU - Morrison, Jill

N1 - © 2013 Illing et al; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

PY - 2013/2/28

Y1 - 2013/2/28

N2 - BACKGROUND: There is evidence that graduates of different medical schools vary in their preparedness for their first post. In 2003 Goldacre et al. reported that over 40% of UK medical graduates did not feel prepared and found large differences between graduates of different schools. A follow-up survey showed that levels of preparedness had increased yet there was still wide variation. This study aimed to examine whether medical graduates from three diverse UK medical schools were prepared for practice.METHODS: This was a qualitative study using a constructivist grounded theory approach. Prospective and cross-sectional data were collected from the three medical schools.A sample of 60 medical graduates (20 from each school) was targeted. They were interviewed three times: at the end of medical school (n = 65) and after four (n = 55) and 12 months (n = 46) as a Year 1 Foundation Programme doctor. Triangulated data were collected from clinicians via interviews across the three sites (n = 92). In addition three focus groups were conducted with senior clinicians who assess learning portfolios. The focus was on identifying areas of preparedness for practice and any areas of lack of preparedness.RESULTS: Although selected for being diverse, we did not find substantial differences between the schools. The same themes were identified at each site. Junior doctors felt prepared in terms of communication skills, clinical and practical skills and team working. They felt less prepared for areas of practice that are based on experiential learning in clinical practice: ward work, being on call, management of acute clinical situations, prescribing, clinical prioritisation and time management and dealing with paperwork.CONCLUSIONS: Our data highlighted the importance of students learning on the job, having a role in the team in supervised practice to enable them to learn about the duties and responsibilities of a new doctor in advance of starting work.

AB - BACKGROUND: There is evidence that graduates of different medical schools vary in their preparedness for their first post. In 2003 Goldacre et al. reported that over 40% of UK medical graduates did not feel prepared and found large differences between graduates of different schools. A follow-up survey showed that levels of preparedness had increased yet there was still wide variation. This study aimed to examine whether medical graduates from three diverse UK medical schools were prepared for practice.METHODS: This was a qualitative study using a constructivist grounded theory approach. Prospective and cross-sectional data were collected from the three medical schools.A sample of 60 medical graduates (20 from each school) was targeted. They were interviewed three times: at the end of medical school (n = 65) and after four (n = 55) and 12 months (n = 46) as a Year 1 Foundation Programme doctor. Triangulated data were collected from clinicians via interviews across the three sites (n = 92). In addition three focus groups were conducted with senior clinicians who assess learning portfolios. The focus was on identifying areas of preparedness for practice and any areas of lack of preparedness.RESULTS: Although selected for being diverse, we did not find substantial differences between the schools. The same themes were identified at each site. Junior doctors felt prepared in terms of communication skills, clinical and practical skills and team working. They felt less prepared for areas of practice that are based on experiential learning in clinical practice: ward work, being on call, management of acute clinical situations, prescribing, clinical prioritisation and time management and dealing with paperwork.CONCLUSIONS: Our data highlighted the importance of students learning on the job, having a role in the team in supervised practice to enable them to learn about the duties and responsibilities of a new doctor in advance of starting work.

KW - Adult

KW - Clinical Competence

KW - Cross-Sectional Studies

KW - Education, Medical

KW - Female

KW - Great Britain

KW - Humans

KW - Learning

KW - Male

KW - Physicians

KW - Prospective Studies

KW - Schools, Medical

KW - Self-Assessment

U2 - 10.1186/1472-6920-13-34

DO - 10.1186/1472-6920-13-34

M3 - Journal article

C2 - 23446055

VL - 13

JO - Medical Education

JF - Medical Education

SN - 0308-0110

M1 - 34

ER -