Transitions in medicine: trainee doctor stress and support mechanisms

Bullock, Alison Deborah ORCID: https://orcid.org/0000-0003-3800-2186, Fox, Fiona, Barnes, Rebecca Kate, Doran, Natasha, Hardyman, Wendy ORCID: https://orcid.org/0000-0002-3732-6886, Moss, Duncan and Stacey, Mark Reginald William 2013. Transitions in medicine: trainee doctor stress and support mechanisms. Journal of Workplace Learning 25 (6) , pp. 368-382. 10.1108/JWL-Jul-2012-0052

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Abstract

Purpose - This paper describes experiences of transition from medical school to new doctor in the UK and examines 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: (i) a longer induction programme; and (ii) 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. Research limitations/implications - The development, piloting, evaluation and implementation of these initiatives is not currently part of a collaborative programme to support transition. Further work is needed to research the impact of a multi-pronged support strategy. 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. We 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.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Business (Including Economics) Cardiff Unit for Research and Evaluation in Medical and Dental Education (CUREMeDE) Postgraduate Medical and Dental Education Social Sciences (Includes Criminology and Education)
Subjects:	L Education > L Education (General) R Medicine > R Medicine (General)
Uncontrolled Keywords:	transition; trainee doctors; induction; mobile technology; workplace learning; mindfulness; health care
Publisher:	Emerald
ISSN:	1366-5626
Last Modified:	24 Oct 2022 11:44
URI:	https://orca.cardiff.ac.uk/id/eprint/49156

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