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Transitions in medicine: trainee doctor stress and support mechanisms

Alison Bullock (Cardiff University School of Social Sciences, Cardiff, UK)
Fiona Fox (Department for Health, University of Bath, Bath, UK)
Rebecca Barnes (School of Social and Community Medicine, University of Bristol, Bristol, UK)
Natasha Doran (Department for Health, University of Bath, Bath, UK)
Wendy Hardyman (Cardiff University School of Social Sciences, Cardiff, UK)
Duncan Moss (School of Social Science and Social Work, University of Plymouth, Plymouth, UK)
Mark Stacey (Wales Deanery, School of Postgraduate Medical and Dental Education, Cardiff University, Cardiff, UK)

Journal of Workplace Learning

ISSN: 1366-5626

Article publication date: 2 August 2013

1564

Abstract

Purpose

The purpose of this paper is to describe experiences of transition from medical school to new doctor in the UK and to examine the development and evaluation of initiatives designed to lessen anxiety and assist transition.

Design/methodology/approach

The evaluations of two recent interventions for new doctors are reported, one at organisational and one at the individual level: first, a longer induction programme; and second, provision of a library of medical textbooks on smartphones (the “iDoc” project). The paper also reports on mindfulness training designed to help trainees' well‐being.

Findings

These initiatives address different aspects of transition challenges (related to roles and responsibilities, cognitive and environmental factors). Benefit can be gained from multiple approaches to supporting this time of uncertainty.

Practical implications

Given the link between transition, doctor stress and patient safety, there is a need to review existing strategies to ameliorate the stress associated with transition and seek novel ways to support new doctors. The authors argue that diverse approaches, targeted at both the organisational and individual level, can support new trainees, both practically and emotionally.

Originality/value

The paper reports initiatives that support transition, of value to medical schools, deaneries, researchers and trainees themselves.

Keywords

Citation

Bullock, A., Fox, F., Barnes, R., Doran, N., Hardyman, W., Moss, D. and Stacey, M. (2013), "Transitions in medicine: trainee doctor stress and support mechanisms", Journal of Workplace Learning, Vol. 25 No. 6, pp. 368-382. https://doi.org/10.1108/JWL-Jul-2012-0052

Publisher

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Emerald Group Publishing Limited

Copyright © 2013, Emerald Group Publishing Limited

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