The Clinical Teacher, Год журнала: 2025, Номер 22(2)

Опубликована: Фев. 11, 2025

ABSTRACT Background The transition from medical student to doctor is a significantly stressful event with perceived lack of preparedness. A comprehensive exploration the facilitators and barriers preparedness for out‐of‐hours specifically, such as night duty, lacking. This study aims investigate perspectives newly qualified Irish doctors (interns) regarding their readiness work, levels support available influence education on readiness. Methods survey using both quantitative qualitative data was developed distributed amongst 145 interns in one regional ‘network’ nonprobability sampling. Quantitative were analysed nonparametric methods Likert scale responses. Qualitative underwent thematic analysis Braun Clarke's approach. Findings Seventy‐seven respondents met inclusion criteria. Of participants, 88.3% disagreed feeling prepared out‐of‐hours, sentiment corroborated by expressions fear apprehension. Themes emerged general preparedness, support, hidden curriculum. Seeking presented challenges, often resistance. Isolation post‐call anxiety recurrent sentiments. Participants believed had inadequately them, emphasising theoretical knowledge at expense practical skills real‐world scenarios. Conclusion highlights isolation experienced new doctors, underscoring pervasive sense unpreparedness, inadequate structures disconnect between demands clinical work. These findings current literature emphasise need enhanced training, emotional better alignment realities out hours.

Язык: Английский