Austin Wesevich, Thomas M De Fer, Michael M Awad, Julie Woodhouse, Dorothy A Andriole, L Michael Brunt
A Capstone Course for Senior Medical Students: from Innovative Elective to Required Core Curriculum
Medical science educator
highquality orientation trainees entering new clinical workplace essential support education patient safety however consultants receive extensive formal training support new trainees must create ways integrating newcomers clinical team work environment aim conceptualise strategies consultants use early stages working new trainees useful future faculty development area used constructivist grounded theory cgt methodology interviewing fifteen consultants three medical specialties explore trainees integrated new clinical environment used cgt principles procedures iteration constant comparison theoretical sampling analyse construct conceptual interpretation empirical data consultants central concern introduced new cohort trainees required knowledge skills ready adapted integrated new workplace clinical team steady safely participating practice go consultants used two broad strategies formal orientation informal orientation approaches common goal intensifying interaction consultants trainees get trainees position ready adapted integrated participating safely efficiently practice several disruptors identified participants delayed sometimes completely inhibited orientation process model orientation constructed research could valuable tool support faculty development initiatives reflective learning practice clinical supervisors curriculum design disruptors identified valid priorities improving trainee orientation postgraduate medical education future research involve longitudinal approach explore trainee engagement orientation upon entering new clinical workplace