Health Sciences Centre, University of Canterbury, Christchurch, New Zealand.
Med Teach. 2012;34(11):936-45. doi: 10.3109/0142159X.2012.717184. Epub 2012 Sep 3.
Newly qualified doctors (interns) report that they learn a great deal in the first year of practice, but exactly what is learnt is not well understood.
To document the reflections and perceptions of first year junior doctors in order to reveal and chronicle their informal and often tacit learning in the workplace within a practice methodology framework.
New Zealand interns, from three sites, participated in group interviews modelled on a conversation and joint enquiry style.
We found that learning in the first year after graduation falls into three broad themes: (1) concrete tasks, (2) project management and (3) identity formation. Identity formation appeared the most challenging and included getting used to being seen by others as a doctor.
All themes have implications for curriculum development and clinical supervision in both undergraduate programmes and during internship. The third theme (identify formation) is the most complex. We draw on a model from management literature, to describe intern education as a process of becoming: as an unfolding and as a transformation of the self over time. We argue that reconfiguring internship as a period of identity formation, and as a self-determined, active process of 'becoming a doctor' provides a wider perspective than enculturation or socialisation theories to understand this significant transition.
新入职的医生（实习生）报告称，他们在执业的第一年学到了很多东西，但具体学到了什么却不太清楚。
记录第一年初级医生的反思和看法，以便在实践方法论框架内揭示和记录他们在工作场所中非正式且常常是默会的学习。
来自三个地点的新西兰实习生参与了基于对话和联合探究风格的小组访谈。
我们发现，毕业后第一年的学习分为三个广泛的主题：（1）具体任务，（2）项目管理和（3）身份形成。身份形成似乎是最具挑战性的，包括习惯于被他人视为医生。
所有主题都对本科课程和实习期间的课程发展和临床监督有影响。第三个主题（身份形成）最为复杂。我们借鉴管理文献中的一个模型，将实习医生教育描述为一个成为的过程：随着时间的推移，自我的展开和转变。我们认为，将实习重新定义为身份形成的时期，以及自我决定的、积极的“成为医生”的过程，比涵化或社会化理论提供了更广泛的视角，以理解这一重要转变。
