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Workplace immersion in the final year of an undergraduate medicine course: The views of final year students and recent graduates
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.
History
Publication title
Medical TeacherVolume
36Issue
6Pagination
518-526ISSN
0142-159XDepartment/School
Tasmanian School of MedicinePublisher
Carfax PublishingPlace of publication
Rankine Rd, Basingstoke, England, Hants, Rg24 8PrRights statement
Copyright 2014 Informa UK Ltd.Repository Status
- Restricted