Please use this identifier to cite or link to this item:
|Scopus||Web of Science®||Altmetric|
|Title:||Participation and progression: New medical graduates entering professional practice|
|Citation:||Advances in Health Sciences Education, 2011; 16(5):627-642|
|Margaret Bearman, Mary Lawson, Alison Jones|
|Abstract:||The first year of practice after medical school is considered to be an essential part of becoming a medical practitioner in Australia. Previous qualitative investigations have investigated a number of significant aspects of this early stage of professional development. This qualitative study explores experiences and developing professional identities during internship. Thirty interns and six intern supervisors were interviewed from three different Australian states. Grounded theory techniques were used to develop three key themes: internship-as-participation, internship-as-progression, and conflicts, parallels, disturbances and outliers. Key findings were: the important balance between support from colleagues and development through taking independent responsibility; and the strength of the view of internship as part of a 'natural progression', an inevitable evolution through the stages of medical training.|
|Keywords:||Community of practice; Internship; Postgraduate medical education; Preparedness for practice; Pre-registration house officer; Transition to practice; Work-based learning; Professional identity|
|Rights:||© Springer Science+Business Media B.V. 2011|
|Appears in Collections:||Medical Education Unit publications|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.