* Corresponding Author
THE ROLE OF SENIOR PEERS IN STUDENTS’ TRANSITION TO CLINICAL CLERKSHIPS
https://doi.org/10.22146/jpki.39113 Dian Puspita Sari(1*), Yoga Pamungkas Susani(2)
(1) Fakultas Kedokteran, Universitas Mataram, Mataram - INDONESIA
(2) Fakultas Kedokteran, Universitas Mataram, Mataram - INDONESIA
(*) Corresponding Author
Abstract
Background: Medical students’ transition to clinical clerkship has been shown to be challenging. Students need to effectively adjust to the new learning environment. This study aims to explore the role of senior peers in students’ experiences during transition to clinical clerkships.
Methods: A qualitative methodology was adopted for this study. Eight 4th year medical students (5 female, 3 male) submitted audio diaries during their first 12 weeks of clinical clerkships. 73 audio diaries were collected in total. Data were analyzed thematically. Twenty-five out of the 73 audio diaries contained interactions with senior peer students and these interactions were captured in 38 excerpts. These excerpts were analyzed further to understand the role of senior peer students during the transition.
Results: Senior peer students helped to ease out transition to clinical clerkship by serving three roles: (1) transferring information on ways of working in a clinical environment, on social aspects of clinical environments and on learning issues; (2) providing exemplars in performing clinical tasks as well as learning tasks; (3) as co-workers who provided access and support students’ participation.
Conclusions: Senior peer students in a clinical clerkship helped newcomers to navigate themselves in a clinical environment by helping them to build situational awareness, by supporting vicarious learning and supporting students’ participation in a clinical environment.
Keywords
Full Text:
PDFReferences
1. Susani YP, Rahayu GR, Sanusi R, Prabandari YS, Mardiwiyoto H. Model Identitas Profesional Mahasiswa Kedokteran. Universitas Gadjah Mada; 2015.
2. Teunissen PW, Westerman M. Opportunity or threat: The ambiguity of the consequences of transitions in medical education. Med Educ. 2011;45(1):51–9.
3. Godefrooij MB, Diemers AD, Scherpbier AJJA. Students´perceptions about the transition to the clinical phase of a medical curriculum with preclinical patient contact; a focus group study. BMC Med Educ. 2010;10(28):1–9.
4. Moineau G, Bannister S. Clinical placements: setting the stage. Clin Teach [Internet]. 2006;3(1):39–42. Available from: http://onlinelibrary.wiley.com/doi/10.1111/j.1743-498X.2006.00071.x/full
5. Atherley A, Taylor C. Student perceptions of clerkship handbooks. Clin Teach. 2017;14(4):242–6.
6. Masters DE, O’Brien BC, Chou CL. The third-year medical student grapevine: Managing transitions between third-year clerkships using peer-to-peer handoffs. Acad Med. 2013;88(10):1534–8.
7. Gay L, Mills G, Airasian P. Educational research: Competencies for analysis and applications. 10th ed. Boston: Pearson; 2012. 672 p.
8. Brennan N, Corrigan O, Allard J, Archer J, Barnes R, Bleakley A, et al. The transition from medical student to junior doctor: Today’s experiences of Tomorrow’s Doctors. Med Educ. 2010;44(5):449–58.
9. Creswell JW. Research Design: Qualitative, Quantitative and Mixed Methods Approaches. 4th ed. Los Angeles: Sage; 2014. 1-361 p.
10. Chou CL, Teherani A, Masters DE, Vener M, Wamsley M, Poncelet A. Workplace learning through peer groups in medical school clerkships. Med Educ Online. 2014;19(1).
11. Ten Cate O, Durning S. Dimensions and psychology of peer teaching in medical education. Med Teach [Internet]. 2007;29(6):546–52. Available from: http://www.tandfonline.com/doi/full/10.1080/01421590701583816
12. Hägg-Martinell A, Hult H, Henriksson P, Kiessling A. Medical students’ opportunities to participate and learn from activities at an internal medicine ward: an ethnographic study. BMJ Open [Internet]. 2017;7(2):e013046. Available from: http://bmjopen.bmj.com/lookup/doi/10.1136/bmjopen-2016-013046%5Cnhttp://www.ncbi.nlm.nih.gov/pubmed/28196948
13. Bandura A. Social foundations of thought and action: A social cognitive theory. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ, US: Prentice-Hall, Inc; 1986. xiii, 617-xiii, 617. (Prentice-Hall series in social learning theory.).
14. Kaufman DM, Mann K. Teaching and learning in medical education: How theory can inform practice. In: Swanwick T, editor. Understanding Medical Education: Evidence Theory and Practice. 2nd ed. West Sussex: ASME, Wiley Blackwell; 2014. p. 7–28.
15. Bandura A. Self-Efficacy: The Exercise of Control. New York: WH Freeman; 1997.
16. Lockspeiser TM, O’Sullivan P, Teherani A, Muller J. Understanding the experience of being taught by peers: the value of social and cognitive congruence. Adv Health Sci Educ Theory Pract. 2008 Aug;13(3):361–72.
17. Dornan T, Scherpbier A, Boshuizen H. Supporting medical students’ workplace learning: experience-based learning (ExBL). Clin Teach. 2009;6:167–71.
18. Sheehan D, Wilkinson TJ, Bowie E. Becoming a practitioner: Workplace learning during the junior doctor’s first year. Med Teach. 2012;34(11):936–45.
19. Lempp H, Seale C. The hidden curriculum in undergraduate medical education: qualitative study of medical students’ perceptions of teaching. BMJ. 2004 Oct;329(7469):770–3.
20. Liljedahl M, Björck E, Ponzer S, Bolander Laksov K. Navigating without a map: how medical students interact with clinical learning environments. Stud High Educ [Internet]. 2017 Aug 8;1–12. Available from: https://www.tandfonline.com/doi/full/10.1080/03075079.2017.1359822
DOI: https://doi.org/10.22146/jpki.39113
Article Metrics
Abstract views : 1454
| 
views : 1561
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Dian Puspita Sari, Yoga Pamungkas Susani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
