Gender: 30M, 28F perceived to Prior workplace Av Phase 1 influence perceived experience performancea: 53.3 transition included: Clinically (range = 49-58) familiarity with the relevant clinical environment, knowledge RR: 42% relevance of clinical Confidence in teaching, support skills during transition, preparatory experiences (work experience, learning and teaching knowledge, skills, early experience) Wenrich (2010)[23] USA To determine Four-year graduate Cross sectional 1 student cohort, 3 Preclinical faculty Agreement is teacher and learner program; two years survey, which months after and students had required between expectations of preclinical training focused on the level commencing the higher expectations preclinical and clinical-skills training followed by two of preparedness with clinical than clerkship faculty clerkship faculty in preparation for years clinical respect to basic and N=115 (62%) in all basic skills regarding clerkships clerkships. advanced clinical except for expectations of training skills and basic Clerkship faculty communication and preparedness of [cross-sectional, underpinned by science knowledge N=56 (58%) teamwork (p<0.05) students prior to
Gender: 30M, 28F Av Phase 1 performancea: 53.3 (range = 49-58) RR: 42% perceived to influence perceived transition included: familiarity with the clinical environment, relevance of clinical teaching, support during transition, preparatory experiences (work experience, learning and teaching knowledge, skills, early experience) Prior workplace experience Clinically relevant knowledge Confidence in skills Wenrich (2010)[23] USA To determine teacher and learner expectations of clinical-skills training in preparation for clerkships [cross-sectional, Four-year graduate program; two years preclinical training followed by two years clinical clerkships. training underpinned by Cross sectional survey, which focused on the level of preparedness with respect to basic and advanced clinical skills and basic science knowledge 1 student cohort, 3 months after commencing the clinical N=115 (62%) Clerkship faculty N=56 (58%) Preclinical faculty and students had higher expectations than clerkship faculty in all basic skills except for communication and teamwork (p<0.05) Agreement is required between preclinical and clerkship faculty regarding expectations of preparedness of students prior to
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