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. 2016 Jan 14:7:15-27.
doi: 10.2147/AMEP.S94105. eCollection 2016.

Perceived stress at transition to workplace: a qualitative interview study exploring final-year medical students' needs

Tobias R Moczko  1 , Till J Bugaj  2 , Wolfgang Herzog  2 , Christoph Nikendei  2
Affiliations

Perceived stress at transition to workplace: a qualitative interview study exploring final-year medical students' needs

Tobias R Moczko et al. Adv Med Educ Pract. .

Abstract

Objectives: This study was designed to explore final-year medical students' stressors and coping strategies at the transition to the clinical workplace.

Methods: In this qualitative study, semi-standardized interviews with eight final-year medical students (five male, three female; aged 25.9±1.4 years) were conducted during their internal medicine rotation. After verbatim transcription, a qualitative content analysis of students' impressions of stress provoking and easing factors during final-year education was performed.

Results: Students' statements regarding burdens and dealing with stress were classified into four main categories: A) perceived stressors and provoking factors, B) stress-induced consequences, C) personal and external resources for preventing and dealing with stress, and D) final-year students' suggestions for workplace improvement.

Conclusion: Final-year medical students perceived different types of stress during their transition to medical wards, and reported both negative consequences and coping resources concerning perceived stress. As supervision, feedback, and coping strategies played an important role in the students' perception of stress, final-year medical education curricula development should focus on these specifically.

Keywords: final-year medical education; qualitative research; stress prevention; undergraduate medical education; workplace learning.

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Figures

Figure 1
Figure 1
Exemplary quotations for main category A): perceived stressors and provoking factors. Note: (T#) denotes participant code.
Figure 2
Figure 2
Exemplary quotations for main category B): stress-induced consequences. Note: (T#) denotes participant code.
Figure 3
Figure 3
Exemplary quotations for main category C): personal and external resources for the prevention and dealing with stress. Note: (T#) denotes participant code.
Figure 4
Figure 4
Exemplary quotations for main category D): suggestions for improvement. Note: (T#) denotes participant code.
Figure 5
Figure 5
Flowchart showing potential stressors, resources, and consequences resulting from unbalanced stress.
See this image and copyright information in PMC

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