performing clinical skills, adjusting to clinical cultures, difficulties applying knowledge to clinical reasoning and engaging in learning Godefrooij (2010)[26] Netherlands To explore how PBL-based 6--year Focus group Clerkship (Year 4) Students reported students who have undergraduate interviews of 1.5 students who had increase in stress had preclinical program; four years hours in duration, 2 completed 1 full due to increased patient contacts theory-oriented focus groups were week of their first working hours and perceive the preclinical training conducted with each rotation workload, uncertainty transition to clinical with clinical skills of the 3 groups (for N=21 of what is expected training and how training) and two theoretical Gender: 7M, 14F of them and they value these years clinical saturation) lack of early patient contacts clerkships; early knowledge as preparation for contact with patients learning in clinical in Year 3 practice [focus group with
performing clinical skills, adjusting to clinical cultures, difficulties applying knowledge to clinical reasoning and engaging in learning Godefrooij (2010)[26] Netherlands To explore how students who have had preclinical patient contacts perceive the transition to clinical training and how they value these early patient contacts as preparation for learning in clinical practice [focus group with PBL-based 6--year undergraduate program; four years theory-oriented preclinical training with clinical skills training) and two years clinical clerkships; early contact with patients in Year 3 Focus group interviews of 1.5 hours in duration, 2 focus groups were conducted with each of the 3 groups (for theoretical saturation) Clerkship (Year 4) students who had completed 1 full week of their first rotation N=21 Gender: 7M, 14F Students reported increase in stress due to increased working hours and workload, uncertainty of what is expected of them and lack of knowledge
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