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Workplace immersion in the final year of an undergraduate medicine course: The views of final year students and recent graduates

机译：本科医学课程最后一年的工作场所沉浸感：最后一年的学生和应届毕业生的看法

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摘要

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.
机译：背景：大多数医学院要求在毕业前立即对学生进行正式的能力评估，但是终点评估的方法存在差异。本文报告了对六年制学校的高年级学生和毕业生的看法，该计划在倒数第二年的第五年末进行了障碍检查后引入了最后一年的工作场所沉浸式布置。方法：最后一年的学生（22）和最近的毕业生（4）参加了焦点小组并进行了深度访谈，探讨了他们对过去两年课程经验的价值的看法，评估的结构和时间以及他们为实习做的准备。调查结果：参与者认为倒数第二年的压力更大，并且集中精力通过“人工”考试。相反，最后一年更加轻松，为研究生工作和后来的职业发展建立技能。结果，学生们为实习做好了充分的准备，这表明最后一年的自我指导性质促进了终身学习方法。结论：这所医学院的高年级学生对最后一年的工作场所沉浸模型持积极态度。与传统的学习理论和评估的最后一年相比，此模型可能是使学生成为初级医生的更好方法。

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