The medical internship as a meaningful transition: A phenomenographic study.

Background: The transition from student to doctor is often depicted as a struggle in the literature, and previous research has focused on interventions to minimise difficulties in transitioning from undergraduate to postgraduate training. In considering this transition as a potential transformative experience, we intend to produce new insights into how junior doctors experience the transition to clinical work. The aim of this study was to explore medical interns' conceptualisations of the transition from student to doctor through studying the Swedish medical internship, which serves as a bridge between undergraduate and postgraduate studies.

How workplace learning is put into practice: contrasting the medical and nursing contexts from the perspective of teaching and learning regimes.

Health professions education places significant emphasis on learning in the clinical environment. While experiences of workplace learning have been extensively investigated, practices of workplace learning explored through field work have been less utilized. The theoretical framework of teaching and learning regimes acknowledges aspects of power and conflict in its consideration of what guides teachers and learners in their practice of workplace learning.

Threshold concepts in health professions education research: a scoping review.

Threshold concepts (TCs) are increasingly used in health professions education (HPE) research. TCs are claimed to be conceptual gateways which are often traversed with substantial difficulty. In this paper, we report on a scoping review investigating the following research question: What is the scope and nature of the currently available research on threshold concepts in health professions education literature? We employed Arksey and O'Malley's model for scoping reviews.

Junior doctors' experiences of the medical internship: a qualitative study.

Objectives: This study aimed to explore medical interns' experiences of medical internships.

Methods: Situated in an interpretivist paradigm, a qualitative study was carried out to explore medical interns' experiences of the internship. Invitations to participate were sent via email to medical interns currently in their last six months of internship.

[Colleague supervision as an educational model in a course for specialist training doctors: a possibility to educate many clinical supervisors for medical students].

Colleague supervision is an educational model where equal colleagues give each other feedback on a professional activity. We present how colleague supervision can be used in the training of clinical supervisors for medical students. In a course given to specialist training doctors since 2018, participants observe each other when supervising students in the clinic.