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Article
Publication date: 2 August 2013

Alison Bullock, Fiona Fox, Rebecca Barnes, Natasha Doran, Wendy Hardyman, Duncan Moss and Mark Stacey

The purpose of this paper is to describe experiences of transition from medical school to new doctor in the UK and to examine the development and evaluation of initiatives…

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Abstract

Purpose

The purpose of this paper is to describe experiences of transition from medical school to new doctor in the UK and to examine the development and evaluation of initiatives designed to lessen anxiety and assist transition.

Design/methodology/approach

The evaluations of two recent interventions for new doctors are reported, one at organisational and one at the individual level: first, a longer induction programme; and second, provision of a library of medical textbooks on smartphones (the “iDoc” project). The paper also reports on mindfulness training designed to help trainees' well‐being.

Findings

These initiatives address different aspects of transition challenges (related to roles and responsibilities, cognitive and environmental factors). Benefit can be gained from multiple approaches to supporting this time of uncertainty.

Practical implications

Given the link between transition, doctor stress and patient safety, there is a need to review existing strategies to ameliorate the stress associated with transition and seek novel ways to support new doctors. The authors argue that diverse approaches, targeted at both the organisational and individual level, can support new trainees, both practically and emotionally.

Originality/value

The paper reports initiatives that support transition, of value to medical schools, deaneries, researchers and trainees themselves.

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Article
Publication date: 2 August 2013

Tara Fenwick, Miriam Zukas and Sue Kilminster

240

Abstract

Details

Journal of Workplace Learning, vol. 25 no. 6
Type: Research Article
ISSN: 1366-5626

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