Diverse, dynamic and deliberate networks of students transitioning to clinical training
ASMEBITESIZE: Diverse, dynamic and deliberate networks of students transitioning to clinical training
Wednesday 16th September 2020, 4:00pm-4:45pm
This session was delivered by MedEd Travelling Fellowship 2019 Award Winner, Dr Anique Atherley (Maastricht University) based on her award winning work - diverse, dynamic and deliberate networks of students transitioning to clinical training (please see a full outline of Anique's research below).
Hosted by the ASME Director for Publications, Dr Kim Walker, the session focussed on Anique's own empirical research into the social networks of undergraduate transitioning students.
Click on the button below to access the webinar video
Please click here to access Anique's presentation and the social network exercise
About Anique's research
Doctors experience numerous transition periods in training requiring numerous shifts in context, relationships and responsibilities. Transitions are prolonged, dynamic periods and yet most research is cross-sectional. Efforts to address transitions may be misdirected if based on narrow conceptualisations. This programme of research has focused on the transition between preclinical and clinical training. First a scoping review found that the language around the transition to clinical training is often negative, focusing on students’ struggles. Additionally, we found that researchers conceptualise the transition from pre-clinical to clinical training primarily from an educational perspective focusing on preparing students with knowledge and skills to function in the clinical environment. Fewer researchers explicitly focus on social and developmental aspects to this transition to clinical training. This programme of research fills this gap with the hope of shedding light on unique perspectives to this transition and making suggestions for the way forward.
We recruited nine students who completed audio diaries over nine months; this time included the first months of clinical training. Audio diaries allowed us to explore how various factors influence their transition experiences over time. Students also participated in interviews at two time points across the transition. Interviews allowed us to make visible their social support networks as they changed learning contexts between pre-clinical and clinical training. This research was based in the MBBS programme at Western Sydney University in Australia.
In this session, I will present my final findings of 8 participants who described the influence of over 120 people as it relates to their transition. We found that undergraduate medical students’ social support networks were diverse, dynamic, and deliberate as they transitioned to clerkships. Participants created and kept relationships with people they trusted and who provided emotional and/or instrumental support and dissolved ties who did not provide these functions. We are all experiencing shifts and change in how we function in academia and healthcare settings. During this time, leaning on our individual support networks will be crucial, I will invite attendees to reflect on this during the presentation.
Dr Anique Atherley
Dr. Anique Atherley is an early career medical educator and public health scientist. She completed her medical degree at The University of the West Indies (UWI) in Barbados. She completed her master in Public Health with merit, from the University of Liverpool in the United Kingdom. She has also completed numerous online courses in health professions education and graduated with a Postgraduate Diploma in University Teaching and Learning from The UWI, Cave Hill in October 2017. She now has over 10 peer-reviewed publications and looks forward to further contributing to the literature over her career.
She is a final year PhD candidate in Medical Education which she hopes will position her to take up a job as a medical educator or research scientist at any medical institution worldwide and to give back to The UWI either by working or transferring knowledge and skills gained through collaborations and hosting workshops.
With her public health hat on, she conducts research in the areas of blood donation, women’s health and chronic disease in the Caribbean. Additionally, she is co-founder of ‘The Drops of Love Initiative’— an organisation that offers education regarding blood donation to increase voluntary blood donations in Barbados.
In medical education, she is primarily a qualitative researcher with eight years of experience conducting medical education research. Anique is starting her final doctoral year exploring social and developmental aspects to transitions in medical education. For her dual PhD she is enrolled at Maastricht University and Western Sydney University. Her third study uses qualitative social network research methods and this will be the basis for her ASME Bites session. Her areas of interest include researching the student experience, transitions in training, resident workload and student support.
Even though she has long set a goal of being an internationally known medical educator and researcher, her trajectory was catapulted through close mentorship of Dr Charles G. Taylor Jr. and is saddened he cannot be here to witness her see her dreams through to reality.
Dr Kim Walker
Dr Kim Walker is a graduate of Aberdeen University having completed both an Honours Degree in Pharmacology and a Ph.D in Clinical Pharmacology before progressing her research career undertaking Postdoctoral Research Fellow posts at the University and Rowett Research Institute in the field of human physiology. In 1991, Dr Walker was appointed Chief Officer at Grampian Local Health Council where she developed a research programme on public participation and information in collaboration with HSRU and HERU in Aberdeen. In 2001, Dr Walker progressed into postgraduate medical education and was the Education Director and Scotland Foundation School Director. This involved a broad portfolio of work including Medical ACT, quality management and research including representing NES on many national committees. Dr Walker was seconded on a part-time basis to the UKFPO as Special Advisor responsible for the national system for foundation recruitment and provision of specialist advice. In 2018, Dr Walker retired from NES but continued her research as Honorary Senior Lecturer and External Associate at the Centre for Healthcare Education Research and Innovation (CHERI), Aberdeen University. In 2019, Dr Walker was appointed to a permanent Senior Lecturer post leading on faculty development. Her research portfolio includes selection and assessment, the UG/PG continuum, career destinations/choices, training for the future generations and workforce planning. She has published papers and presented at national and international conferences together with supervising Ph.D students and research staff.