Students' social networks are diverse, dynamic and deliberate when transitioning to clinical training.
Context: Transitions in medical education are dynamic, emotional and complex yet, unavoidable. Relationships matter, especially in times of transition. Using qualitative, social network research methods, we explored social relationships and social support as medical students transitioned from pre‐cl...
| Publicado en: | Medical Education Vol. 55; no. 3; pp. 376 - 387 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Mar2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=148778572&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 148778572 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Mar2021 vid: 55 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 148778572 146385921 148778572 148778572 10.1111/medu.14382 148778572 ppf: 376 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: Students' social networks are diverse, dynamic and deliberate when transitioning to clinical training. aug: au: Atherley, Anique E. N. Nimmon, Laura Teunissen, Pim W. Dolmans, Diana Hegazi, Iman Hu, Wendy affil: Faculty of Health, Medicine and Life Sciences, School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands sug: subj: Social Networks Support, Psychosocial Students, Medical Psychosocial Factors Interpersonal Relations Human Qualitative Studies Semi-Structured Interview Multimethod Studies ab: Context: Transitions in medical education are dynamic, emotional and complex yet, unavoidable. Relationships matter, especially in times of transition. Using qualitative, social network research methods, we explored social relationships and social support as medical students transitioned from pre‐clinical to clinical training. Methods: Eight medical students completed a social network map during a semi‐structured interview within two weeks of beginning their clinical clerkships (T0) and then again four months later (T1). They indicated meaningful interactions that influenced their transition from pre‐clinical to clinical training and discussed how these relationshipsimpacted their transition. We conducted mixed‐methods analysis on this data. Results: At T0, eight participants described the influence of 128 people in their social support networks; this marginally increased to 134 at T1. People from within and beyond the clinical space made up participants' social networks. As new relationships were created (eg with peers and doctors), old relationships were kept (eg with doctors and family) or dissolved over time (eg with near‐peers and nurses). Participants deliberately created, kept or dissolved relationships over time dependent on whether they provided emotional support (eg they could trust them) or instrumental support (eg they provided academic guidance). Conclusions: This is the first social networks analysis paper to explore social networks in transitioning students in medicine. 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 those they trusted and who provided emotional or instrumental support and dissolved relationships that did not provide these functions. It is well‐established that relationships are crucial to effective education. Here Atherley et al. explore how relationships change as students transition into clinical training. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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