ArticleBMC medical education2025
Graduating medical students' perception of preparedness for practice: experiential learning is key.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Academic transition shock: How first-year public health students navigate unfamiliar learning demands in computer science education.Frontiers in psychology · 2026Article
- From memorisation to reasoning: a qualitative study of first-year medical students' cognitive shifts in computer science education.Frontiers in medicine · 2026Article
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPreparedness for practice (P4P) encompasses experience, knowledge, confidence, self-awareness, accountability, resilience, and competency, and is crucial to improved patient outcomes, healthcare team dynamics and doctor wellbeing. This study aimed to investigate graduating medical students’ perceptions of P4P.
methodsGraduating medical students from the class of 2022 at an Australian University were invited to voluntarily participate in the study. The cross-sectional exploratory study was developed using co-design (co-creation with faculty and medical students) and employed through a 69-question survey. The survey measured eight key competency areas using 5-point Likert confidence scales and 34 open-ended questions. Quantitative data was analysed using descriptive statistics. Text responses were analysed with qualitative description which drew upon thematic analysis and coding.
resultsA total of 365 graduating Doctor of Medicine students completed the survey (83% response rate). Overall, 87% of students reported that they felt adequately to very well prepared for practice. Results showed a median Likert rating of 4 (out of 5) across six of the eight competency areas. Students reporting feeling most prepared in core clinical competencies, teamwork, and professionalism and least confident in procedural skills. Themes identified as key influences in confidence and perceptions of P4P were; adequacy of opportunities to practise, experiences relating to clinical placement, supportive or unsupportive learning environments, personal attributes and life experience, curricula design, assessment with feedback and perceived easiness of skill/task and risk to patients.
conclusionsThe findings of the study indicate that overall students do feel prepared for practice, but factors to further improve work-readiness and transition to practice could focus on repeated skills practice, supportive real-life clinical learning environments and quality feedback.
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