ArticleCJEM2025
Hidden beneath the surface: what are the knowledge and skills for successful transition to practice.
Article in CJEM, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
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Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
purposeThe transition from training to independent practice in Emergency Medicine is challenging. Early career physicians need specific knowledge to function in new roles. However, this knowledge can be unwritten and implicit. It is unclear what skills newly graduated emergency physicians need to succeed in their early independent practice. We wished to understand these elements in order to inform further development of the current transition to practice curriculum.
methodsWe interviewed 23 emergency physicians in their first 5 years of practice at an urban academic center to explore the knowledge they acquired in early practice. Employing a constructivist stance, data collection and analysis occurred iteratively until thematic saturation. We constructed themes using inductive thematic analysis.
resultsNewly graduated emergency physicians identified the knowledge needed in early clinical practice. This knowledge was unwritten, dynamic, nuanced, difficult to transfer, and vital for them to function effectively. Knowledge was needed in four facets of clinical practice: patient interaction, learner supervision, institutional processes and group culture. Within patient interaction, they required skills and knowledge for their responsibility, gestalt, decision-making and communication. They needed skills to supervise learners, delegate them with tasks and provide feedback. To function effectively, they needed to learn institutional processes and how to manage departmental tasks. They also required knowledge of tacit group norms about work efficiency, code of conduct and patient care. Newly graduated physicians sought strategies to manage aspects within each of these four facets.
conclusionSpecific knowledge is necessary in multiple facets of independent Emergency Medicine practice. Such knowledge is often unwritten and contextual, but the associated skills and strategies can be made explicit. Educators should incorporate these components in their transition-to-practice curriculum to support graduating trainees in becoming successful attending physicians.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.