Caitlin Louey¹
Antonia Zeng², Simone Roberts³, Michelle Leech³, Julia Harrison³, Claire Palermo³ and Arunaz Kumar³
1 Melbourne Health
2 Eastern Health
3 Monash University

Preparedness for practice (P4P) encompasses experience, knowledge, confidence, self- awareness, accountability, resilience and competency (1). While studies have defined P4P, few have evaluated P4P and the influence of assessment on it from the medical student perspective. This study examined how prepared medical students feel for practice and the experiences which contributed to or hindered this. 

A survey was conducted with 365 of 442 (82.6%) final-year medical students from Monash University, evaluating their perceived preparedness across eight competency areas defined by the Australian Medical Council criteria (2); core clinical competencies, features of working within a hospital system and skills involving patient management, documentation, procedures, self-management, teamwork and professionalism. Using Likert scales (1=no confidence to 5=very confident) and open-ended responses, students rated and elaborated on their confidence levels in various skills. Descriptive statistics analysed quantitative data and content analysis was applied to qualitative data. 

Results showed a median Likert rating of 4 across six of the eight competency areas. Assessment was raised as a key factor which both helped and hindered student perception of their preparedness. Assessment with feedback was identified as beneficial for learning because albeit stressful, it provided a motivating opportunity for revision and improvement. Other factors influencing confidence included adequacy of opportunities to practice, experiences relating to clinical placement, supportive or unsupportive learning environments, personal attributes, life experience and curriculum design. 

Overall, students reported feeling well prepared for most areas of practice and reported greater confidence in areas with increased high quality practice opportunities. This highlights the importance for medical curricula to provide ample skill practice opportunities and incorporate supportive learning environments that mirror real-life clinical settings to help facilitate students' transition to the workplace. 

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