PDF(Pubmed)
Abstract：
BACKGROUND: Medical students in the United States undergo three significant transitions as they progress from pre-clinical to clinical rotations, to acting interns, and ultimately to first-year resident. However, there is limited understanding of whether the factors and strategies that impact these transitions remain consistent or are unique to each individual transition.
METHODS: Qualitative data was collected from three Nominal Group Technique (NGT) sessions held separately for third-year students (M3), fourth-year students (M4), and first-year residents (PGY-1). The participants were asked to share their perceptions on their most recent medical school transition. These responses were independently coded into thematic categories.
RESULTS: The NGT session with M3 students (n = 9) identified 67 transition factors and 64 coping strategies. The M4 (n = 8) session identified 33 transition factors and 72 strategies to manage their transition. The PGY-1 (n = 5) session identified 28 factors and 25 strategies. The coping strategies for each session were categorized into seven themes and the transition factors were assigned to ten thematic categories.
CONCLUSIONS: Just as each transition is unique, so too are the number and variety of factors and strategies to manage each transition. Despite these differences, the themes of \"Professional socialization\" and \"Prioritization, efficiency, and delegation\" emerged as impactful in all three transitions.
METHODS: Qualitative data was collected from three Nominal Group Technique (NGT) sessions held separately for third-year students (M3), fourth-year students (M4), and first-year residents (PGY-1). The participants were asked to share their perceptions on their most recent medical school transition. These responses were independently coded into thematic categories.
RESULTS: The NGT session with M3 students (n = 9) identified 67 transition factors and 64 coping strategies. The M4 (n = 8) session identified 33 transition factors and 72 strategies to manage their transition. The PGY-1 (n = 5) session identified 28 factors and 25 strategies. The coping strategies for each session were categorized into seven themes and the transition factors were assigned to ten thematic categories.
CONCLUSIONS: Just as each transition is unique, so too are the number and variety of factors and strategies to manage each transition. Despite these differences, the themes of \"Professional socialization\" and \"Prioritization, efficiency, and delegation\" emerged as impactful in all three transitions.
摘要：
背景：美国医学生经历了三个重要的转变，因为他们从临床前到临床轮换，对代理实习生来说，并最终成为第一年的居民。然而,对于影响这些过渡的因素和策略是否保持一致或对于每个个体过渡是独特的，理解有限。
方法：从分别为三年级学生（M3）举行的三个名义分组技术（NGT）课程中收集了定性数据，四年级学生（M4），和第一年的居民（PGY-1）。参与者被要求分享他们对最近医学院过渡的看法。这些答复被独立地编入主题类别。
结果：与M3学生（n=9）的NGT会议确定了67个过渡因素和64个应对策略。M4（n=8）会议确定了33个过渡因素和72个策略来管理它们的过渡。PGY-1(n=5)会议确定了28个因素和25个策略。每届会议的应对策略分为七个主题，过渡因素分为十个主题类别。
结论：正如每个过渡都是独特的，管理每次过渡的因素和策略的数量和种类也是如此。尽管存在这些差异,“职业社会化”和“优先排序”的主题，效率,和委派\“在所有三个过渡中都具有影响力。
方法：从分别为三年级学生（M3）举行的三个名义分组技术（NGT）课程中收集了定性数据，四年级学生（M4），和第一年的居民（PGY-1）。参与者被要求分享他们对最近医学院过渡的看法。这些答复被独立地编入主题类别。
结果：与M3学生（n=9）的NGT会议确定了67个过渡因素和64个应对策略。M4（n=8）会议确定了33个过渡因素和72个策略来管理它们的过渡。PGY-1(n=5)会议确定了28个因素和25个策略。每届会议的应对策略分为七个主题，过渡因素分为十个主题类别。
结论：正如每个过渡都是独特的，管理每次过渡的因素和策略的数量和种类也是如此。尽管存在这些差异,“职业社会化”和“优先排序”的主题，效率,和委派\“在所有三个过渡中都具有影响力。
