Perceptions and attributions of third-year student struggles in clerkships: Do students and clerkship directors agree?

Academic Medicine

Volumn 82, Issue 10, 2007, Pages 970-978

  O'Brien, Bridget ^a   Cooke, Molly ^a,b   Irby, David M ^a,b  

^a GEOPHYSICAL LABORATORY   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CLINICAL EDUCATION; HUMAN; INTERVIEW; MAJOR CLINICAL STUDY; MEDICAL RESEARCH; MEDICAL SCHOOL; MEDICAL STAFF; MEDICAL STUDENT; PRIORITY JOURNAL;

EID: 34748914243     PISSN: 10402446     EISSN: None     Source Type: Journal    
DOI: 10.1097/ACM.0b013e31814a4fd5     Document Type: Article

References (51)

1. Boshuizen H, Bromme R, Gruber H. Professional Learning: Gaps and Transitions on the Way from Novice to Expert. Vol 2. Dordrecht, the Netherlands: Kluwer Academic Publishers; 2004.
2. Moss F, McManus I. The anxieties of new clinical students. Med Educ. 1992;26:17-20.
3. Mosley TH, Perrin SG, Neral SM, Dubbert PM, Grothues CA, Pinto BM. Stress, coping, and well-being among third-year medical students. Acad Med. 1994;69:765-767.
4. Radcliffe C, Lester H. Perceived stress during undergraduate medical training: a qualitative study. Med Educ. 2003;37:32-38.
5. Bransford J, Brown A, Cocking R. How People Learn: Brain, Mind, Experience and School. Washington, DC: National Academy Press; 1999.
6. Lajoie S. Transitions and trajectories for studies of expertise. Educ Res. 2003;32:21-25.
7. Schon D. Educating the Reflective Practitioner. San Francisco, Calif: Jossey-Bass; 1987.
8. Schwartz MA, Wiggins OP. Science, humanism, and the nature of medical practice: a phenomenological view. Perspect Biol Med. 1985;28:331-361.
9. Montgomery K. How Doctors Think: Clinical Judgment and the Practice of Medicine. New York, NY: Oxford University Press, Inc.; 2006.
10. Dewey J. Experience and Education. New York, NY: Macmillan; 1938.
11. Kolb DA. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall; 1984.
12. Lave J, Wenger E. Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press; 1991.
13. Branch WT. Supporting the moral development of medical students. J Gen Intern Med. 2000;15:503-508.
14. Forsythe GB. Identity development in professional education. Acad Med. 2005;80:S112-S117.
15. Boshuizen H, Schmidt H. On the role of biomedical knowledge in clinical reasoning by experts, intermediates, and novices. Cogn Sci. 1992;16:153-184.
16. Prince KJ, van de Weil M, Scherpbier AJ, van der Vleuten C, Boshuizen HP. A qualitative analysis of the transition from theory to practice in undergraduate training in a PBL-medical school. Adv Health Sci Educ Theory Pract. 2000;5:105-116.
17. Prince KJ, Boshuizen HP, van der Vleuten CP, Scherpbier AJ. Students' opinions about their preparation for clinical practice. Med Educ. 2005;39:704-712.
18. Boshuizen H. Does practice make perfect? A slow and discontinuous process. In: Boshuizen H, Bromme R, Gruber H, eds. Professional Learning: Gaps and Transitions on the Way from Novice to Expert. Vol 2. Dordrecht, the Netherlands: Kluwer Academic Publishers; 2004:73-95.
19. Prince K, Boshuizen H. From theory to practice in medical education. In: Boshuizen H, Bromme R, Gruber H, eds. Professional Learning: Gaps and Transitions on the Way from Novice to Expert. Vol 2. Dordrecht, the Netherlands: Kluwer Academic Publishers; 2004:121-139.
20. Pitkala KH, Mantyranta T. Professional socialization revised: medical students' own conceptions related to adoption of the future physician's role - a qualitative study. Med Teach. 2003;25:155-160.
21. Seabrook MA. Clinical students' initial reports of the educational climate in a single medical school. Med Educ. 2004;38:659-669.
22. White CB. Smoothing out transitions: how pedagogy influences medical students' achievement of self-regulated learning goals. Adv Health Sci Educ Theory Pract. Available at: (http://www.springerlink.com/content/ e5r1208220142312/?p=d9cec36fd2c14dc09bc5a194f1ceb6bb&pi=0). Accessed August 2, 2007.
23. Remmen R, Denekens J, Scherpbier A, et al. An evaluation study of the didactic quality of clerkships. Med Educ. 2000;34:460-464.
24. Chumley H, Olney C, Usatine R, Dobbie A. A short transitional course can help medical students prepare for clinical learning. Fam Med. 2005;37:496-501.
25. Makoul G, Curry R, Thompson J. Gauging the outcomes of change in a new medical curriculum: students' perceptions of progress toward educational goals. Acad Med. 2000;75(10 suppl):S102-S105.
26. Gordon J, Hazlett C, ten Cate O, et al. Strategic planning in medical education: enhancing the learning environment for students in clinical settings. Med Educ. 2000;34:841-850.
27. Windish DM, Paulman PM, Goroll AH, Bass EB. Do clerkship directors think medical students are prepared for the clerkship years? Acad Med. 2004;79:56-61.
28. Dornan T, Bundy C. What can experience add to early medical education? Consensus survey. BMJ. 2004;329:834-839.
29. Curry R, Makoul G. The evolution of courses in professional skills and perspectives for medical students. Acad Med. 1998;73:10-13.
30. Kinkade S. A snapshot of the status of problembased learning in U.S. medical schools, 2003-04. Acad Med. 2005;80:300-301.
31. Jacobs J, Bolhuis S, Bulte JA, Laan R, Holdrinet R. Starting learning in medical practice: an evaluation of a new introductory clerkship. Med Teach. 2005;27:408-414.
32. van Gessel E, Nendaz MR, Vermeulen B, Junod A, Vu NV. Development of clinical reasoning from the basic sciences to the clerkships: a longitudinal assessment of medical students' needs and self-perception after a transitional learning unit. Med Educ. 2003;37:966-974.
33. Goldstein EA, MacLaren CF, Smith S, et al. Promoting fundamental clinical skills: a competency-based college approach at the University of Washington. Acad Med. 2005;80:423-433.
34. Whipple ME, Barlow CB, Smith S, Goldstein EA. Early introduction of clinical skills improves medical student comfort at the start of third-year clerkships. Acad Med. 2006;81(10 suppl):S40-S43.
35. Hoffman KG, Donaldson JF. Contextual tensions of the clinical environment and their influence on teaching and learning. Med Educ. 2004;38:448-454.
36. Dolmans DHJM, Wolfhagen HAP, Essed GGM, Scherpbier AJJA, van der Vleuten CPM. Students' perceptions of relationships between some educational variables in the out-patient setting. Med Educ. 2002;36:735-741.
37. Eva KW, Regehr G. Self-assessment in the health professions: a reformulation and research agenda. Acad Med. 2005;80 (10 suppl):S46-S54.
38. Holmboe E. Faculty and the observation of trainees' clinical skills: problems and opportunities. Acad Med. 2004;79:16-22.
39. Carney PA, Pipas CF, Eliassen MS, et al. An encounter-based analysis of the nature of teaching and learning in a 3rd-year medical school clerkship. Teach Learn Med. 2000;12:21-27.
40. Boshuizen H. Cognitive effects of practical experience in high and low achieving medical students. Learn Instruction. 1994;4:313-329.
41. Pfeiffer C, Madray H, Ardolino A, Willms J. The rise and fall of students' skill in obtaining a medical history. Med Educ. 1998;32:283-288.
42. Sanders CW, Edwards JC, Burdenski TK. A survey of basic technical skills of medical students. Acad Med. 2004;79:873-875.
43. Feudtner C, Christakis D, Christakis N. Do clinical clerks suffer ethical erosion? Students' perceptions of their ethical environment and personal development. Acad Med. 1994;69:670-679.
44. van de Weil M, Szegedi K, Weggeman M. Professional learning: deliberate attempts at developing expertise. In: Boshuizen H, Bromme R, Gruber H, eds. Professional Learning: Gaps and Transitions on the Way from Novice to Expert. Dordrecht, the Netherlands: Kluwer Academic Publishers; 2004:181-206.
45. Littlewood S, Ypinazar V, Margolis SA, Scherpbier A, Spencer J, Dornan T. Early practical experience and the social responsiveness of clinical education: systematic review. BMJ. 2005;331:387-391.
46. Schmidt H, Norman G, Boshuizen H. A cognitive perspective on medical expertise: theory and implications. Acad Med. 1990;65:611-621.
47. Bordage G, Lemieux M. Semantic structures and diagnostic thinking of experts and novices. Acad Med. 1991;66(10 suppl):S70-S72.
48. Dreyfus H, Dreyfus S. Mind over Machine: The Power of Human Intuition and Expertise in the Era of the Computer. New York, NY: Free Press; 1986.
49. Batalden P, Leach D, Swing S, Dreyfus H, Dreyfus S. General competencies and accreditation in graduate medical education. Health Aff (Millwood). 2002;21:103-111.
50. Irby D. What clinical teachers need to know. Acad Med. 1994;69:333-342.
51. Hirsh D, Ogur B, Thibault G, Cox M. "Continuity" as an organizing principle for clinical education reform. N Engl J Med. 2007;356:858-866.