ArticleAdvances in health sciences education : theory and practice2021
A phenomenological study of new doctors' transition to practice, utilising participant-voiced poetry.
Article in Advances in health sciences education : theory and practice, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 1 of them a synthesis that pooled it.
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Who cites it
12 citing papers in PubMed, 1 synthesis or guideline pooled it, 28 citations in OpenAlex.
- The Association of Moral Injury and Healthcare Clinicians' Wellbeing: A Systematic Review.International journal of environmental research and public health · 2023Pooled it
- Junior doctors' experiences with vulnerability: A rich picture study.Medical education · 2026Observational
- Healing beyond the physical: Ethical approaches to emotional support in post-stroke recovery.African journal of disability · 2026Article
- Addressing multiple long-term conditions in the undergraduate medical school curriculum: a focus group study.BMC medical education · 2025Article
- A thematic analysis of newly qualified doctors' experiences of burnout.BMC medical education · 2025Article
- Enabling and inhibiting doctors transitions: introducing the social identity resource and belonginess model (SIRB).Advances in health sciences education : theory and practice · 2025Article
- Beyond the bedside: A scoping review of the experiences of non-practising health care professionals in Health Professions Education.Medical education · 2025Article
- Transitioning to residency: a qualitative study exploring residents' perspectives on strategies for adapting to residency.BMC medical education · 2025Article
- The phenomenological approach in dentistry - a narrative review.International journal of qualitative studies on health and well-being · 2024Review
- Experience of Early Postgraduate Transition to Intensive Care Medicine: A Phenomenological Study.Cureus · 2024Article
- Heard, valued, supported? Doctors' wellbeing during transitions triggered by COVID-19.Medical education · 2022Article
- Gender Matters: Understanding Transitions in Surgical Education.Frontiers in medicine · 2022Article
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Authors and funding
4 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Transition to practice can be a turbulent time for new doctors. It has been proposed transition is experienced non-linearly in physical, psychological, cultural and social domains. What is less well known, however, is whether transition within these domains can contribute to the experience of moral injury in new doctors. Further, the lived experience of doctors as they transition to practice is underexplored. Given this, we asked; how do newly qualified doctors experience transition from medical school to practice? One-to-one phenomenological interviews with 7 recently qualified UK doctors were undertaken. Findings were analysed using Ajjawi and Higgs' framework of hermeneutic analysis. Following identification of secondary concepts, participant-voiced research poems were crafted by the research team, re-displaying participant words chronologically to convey meaning and deepen analysis. 4 themes were identified: (1) The nature of transition to practice; (2) The influence of community; (3) The influence of personal beliefs and values; and (4) The impact of unrealistic undergraduate experience. Transition to practice was viewed mostly negatively, with interpersonal support difficult to access given the 4-month nature of rotations. Participants describe relying on strong personal beliefs and values, often rooted in an 'ethic of caring' to cope. Yet, in the fraught landscape of the NHS, an ethic of caring can also prove troublesome and predispose to moral injury as trainees work within a fragmented system misaligned with personal values. The disjointed nature of postgraduate training requires review, with focus on individual resilience redirected to tackle systemic health-service issues.
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