Presentation Description
Simone Roberts
Research Question:
What learning experiences contribute to the preparedness for practice of Monash University medical students transitioning into their internship?
Methodology:
This PhD study looks at preparedness for practice (P4P) through a social constructivist lens. P4P has been conceptualised as experience, knowledge, confidence, self-awareness, skills and competence (1). A contribution analysis methodology was chosen to describe the interacting factors influencing a student’s P4P (2). Application of contribution analysis to medical education research has not been widely conducted, however it has been proposed as a model that may be able to help shift evaluation from outcomes-based methods towards models that account for complexity (2).
A Theory of Change (TOC) will be developed using literature review, data from a Monash medicine exit-level student P4P survey, review of key Monash MD documentation and input from course leaders and a new medicine graduate, on why graduating students feel prepared, or not.
Qualitative data will be collected from key stakeholders identified in the TOC to review and revise the TOC and develop the contribution story. This data will be analysed using a thematic analysis approach (3). Stakeholders include medical students, new graduates, teaching staff and employers and supervisors of Monash medicine students. Data will be compiled to develop the final contribution story.
Findings so far:
The student survey shows that factors such as assessment methods, practice opportunities, placement experiences, curriculum and personal experiences impact on preparedness. My thesis will explore why these factors contribute to P4P.
Questions for discussion with participants
1. Are there limitations to the contribution analysis approach in medical education research and how might we mitigate these?
2. Are there other evaluation approaches that would be superior?
References (maximum three)
1. Ottrey E, Rees CE, Kemp C, Brock TP, Leech M, Lyons K, et al. Exploring health care graduates’ conceptualisations of preparedness for practice: A longitudinal qualitative research study. Med Educ. 2021;55(9):1078-90.
2. Van Melle E, Gruppen L, Holmboe ES, Flynn L, Oandasan I, Frank JR, International Competency-Based Medical Education Collaborators. 2017. Using contribution analysis to evaluate competency-based medical education programs: it’s all about rigor in thinking. Acad Med. 92(6):752–758.
3. Clarke V, Braun V. Thematic analysis. The journal of positive psychology. 2017;12(3):297- 8.