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Transitions in medical education: Filling in the blanks

Juliana Sá, Pia Strand, Kamila Hawthorne, Ana Sergio Da Silva Orcid Logo, Simon Kitto

Educación Médica, Volume: 22, Issue: 6, Pages: 346 - 351

Swansea University Authors: Kamila Hawthorne, Ana Sergio Da Silva Orcid Logo

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DOI (Published version): 10.1016/j.edumed.2021.07.001

Abstract

Transitions in medical education are moments of intense learning, bringing significant challenges for the trainees, the medical programs and healthcare provision. Frequently, transitional periods are not prepared or mentored; this process of transformation in the trainee is left to occur by chance a...

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Published in: Educación Médica
ISSN: 1575-1813
Published: Elsevier BV 2021
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URI: https://cronfa.swan.ac.uk/Record/cronfa66054
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first_indexed 2024-05-22T11:31:30Z
last_indexed 2024-05-22T11:31:30Z
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spelling v2 66054 2024-04-14 Transitions in medical education: Filling in the blanks 538c3b1c0f2ebaea972874b7a5313b77 Kamila Hawthorne Kamila Hawthorne true false de3fd9cf472af81153330806963ac7a9 0000-0001-7262-0215 Ana Sergio Da Silva Ana Sergio Da Silva true false 2024-04-14 MEDS Transitions in medical education are moments of intense learning, bringing significant challenges for the trainees, the medical programs and healthcare provision. Frequently, transitional periods are not prepared or mentored; this process of transformation in the trainee is left to occur by chance and opportunity. Promotion of medical education continuity requires formal support in the continuous process of learning and professionalization. This is a review of the formal transitional periods in medical education considering the most significant points of transition. The challenges of each period of transition are analyzed and strategies for improvement are discussed. Educational strategies should not be directly translated to other settings; however, they need to be adapted to the cultural context of medical training to be effective. Research on transitions, considering the socialization process and the cultural environment, should be performed to better support the medical professional pathway. Journal Article Educación Médica 22 6 346 351 Elsevier BV 1575-1813 Transitions; Socialization; Continuity; Medical education 1 11 2021 2021-11-01 10.1016/j.edumed.2021.07.001 COLLEGE NANME Medical School COLLEGE CODE MEDS Swansea University Another institution paid the OA fee 2024-05-22T12:35:46.4377840 2024-04-14T22:33:08.2550657 Faculty of Medicine, Health and Life Sciences Swansea University Medical School - Medicine Juliana Sá 1 Pia Strand 2 Kamila Hawthorne 3 Ana Sergio Da Silva 0000-0001-7262-0215 4 Simon Kitto 5 66054__30431__f1fc0ba3355d46c58cfc58b2d30007c3.pdf 66054.VoR.pdf 2024-05-22T12:32:07.1649104 Output 570035 application/pdf Version of Record true © 2021 Elsevier Espana, S.L.U. This is an open access article under the CC BY-NC-ND license. true eng http://creativecommons.org/licenses/by-nc-nd/4.0/
title Transitions in medical education: Filling in the blanks
spellingShingle Transitions in medical education: Filling in the blanks
Kamila Hawthorne
Ana Sergio Da Silva
title_short Transitions in medical education: Filling in the blanks
title_full Transitions in medical education: Filling in the blanks
title_fullStr Transitions in medical education: Filling in the blanks
title_full_unstemmed Transitions in medical education: Filling in the blanks
title_sort Transitions in medical education: Filling in the blanks
author_id_str_mv 538c3b1c0f2ebaea972874b7a5313b77
de3fd9cf472af81153330806963ac7a9
author_id_fullname_str_mv 538c3b1c0f2ebaea972874b7a5313b77_***_Kamila Hawthorne
de3fd9cf472af81153330806963ac7a9_***_Ana Sergio Da Silva
author Kamila Hawthorne
Ana Sergio Da Silva
author2 Juliana Sá
Pia Strand
Kamila Hawthorne
Ana Sergio Da Silva
Simon Kitto
format Journal article
container_title Educación Médica
container_volume 22
container_issue 6
container_start_page 346
publishDate 2021
institution Swansea University
issn 1575-1813
doi_str_mv 10.1016/j.edumed.2021.07.001
publisher Elsevier BV
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str Swansea University Medical School - Medicine{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}Swansea University Medical School - Medicine
document_store_str 1
active_str 0
description Transitions in medical education are moments of intense learning, bringing significant challenges for the trainees, the medical programs and healthcare provision. Frequently, transitional periods are not prepared or mentored; this process of transformation in the trainee is left to occur by chance and opportunity. Promotion of medical education continuity requires formal support in the continuous process of learning and professionalization. This is a review of the formal transitional periods in medical education considering the most significant points of transition. The challenges of each period of transition are analyzed and strategies for improvement are discussed. Educational strategies should not be directly translated to other settings; however, they need to be adapted to the cultural context of medical training to be effective. Research on transitions, considering the socialization process and the cultural environment, should be performed to better support the medical professional pathway.
published_date 2021-11-01T12:35:45Z
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score 11.016593

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