Sen Gupta Tarun, Hays Richard, Woolley Torres, Kelly Gill, Jacobs Harry
James Cook University , Australia .
Med Teach. 2014 Jun;36(6):518-26. doi: 10.3109/0142159X.2014.907878. Epub 2014 May 6.
Most medical schools require formal competence assessment of students immediately prior to graduation, but variation exists in the approach to endpoint assessments. This article reports perceptions of senior students and graduates from a school with a six-year program which has introduced final year workplace immersion placements following a barrier examination at the end of the penultimate Year 5.
Final year students (22) and recent graduates (4) attended focus groups and in-depth interviews exploring their perceptions of the value of the curriculum experience during the final two years, the structure and timing of assessment, and their preparation for internship.
Participants felt that the penultimate year was more pressured, and focused on passing "artificial" examinations. In contrast, the final year was more relaxed, building skills for postgraduate work and later career development. As a result, students felt well prepared for internship with some indication that the self-directed nature of the final year promoted a lifelong learning approach.
The final year workplace immersion model was regarded positively by senior students of this medical school. This model may be a better way of preparing students to be junior doctors than a traditional final year heavy on theoretical learning and assessment.
大多数医学院校要求在学生毕业前立即进行正式的能力评估，但终点评估的方法存在差异。本文报告了一所采用六年制课程的学校中高年级学生和毕业生的看法，该课程在五年级倒数第二年的障碍考试后引入了最后一年的职场沉浸式实习。
最后一年的学生（22名）和应届毕业生（4名）参加了焦点小组和深度访谈，探讨他们对最后两年课程体验的价值、评估的结构和时间安排以及他们为实习做准备的看法。
参与者认为倒数第二年压力更大，侧重于通过“人为”考试。相比之下，最后一年则更为轻松，培养研究生工作技能和后期职业发展能力。因此，学生们觉得自己为实习做好了充分准备，有迹象表明最后一年的自主学习性质促进了终身学习方法。
这所医学院的高年级学生对最后一年的职场沉浸式实习模式给予了积极评价。与传统的最后一年侧重于理论学习和评估相比，这种模式可能是让学生成为初级医生的更好方式。
