ArticlePerspectives on medical education2026
Are You PREPAREd? A Structured Approach to Support Safe and Confident Transitions to After-Hours Care.
Article in Perspectives on medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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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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Authors and funding
6 authors.
Funding
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Abstract
Background and Need for Innovation: Early after-hours work represents a demanding transition for newly graduated doctors. Preparation is often fragmented, with limited attention to the integrated clinical, organisational, and supervisory demands of after-hours care, contributing to uncertainty that may affect both patient safety and professional development. Goal of Innovation: PREPARE (PREParing for After-hours caRE) is an eight-week programme designed to support new graduates during their early postgraduate transition by enabling safe and confident participation in after-hours care. Steps Taken for Development and Implementation: PREPARE was developed through a research-informed, iterative design process. The programme integrates five interconnected components-familiarisation, workplace learning, structured teaching, guided reflection, and entrustment-within a coherent framework that runs parallel to routine clinical work. Rather than functioning as a fixed curriculum, PREPARE provides a flexible structure that aligns educational activities, workplace learning, reflection, and entrustment, while allowing adaptation to local service contexts. Evaluation of Innovation: Formative evaluation throughout development and early implementation focused on perceived value, feasibility, and alignment with after-hours responsibilities. New graduates and supervisors reported increased confidence, improved preparedness for managing uncertainty, and enhanced understanding of interprofessional collaboration. Critical Reflection on Our Process and Innovation: Reflection highlighted how PREPARE engages with real clinical complexity and exposes tensions between educational ambition and organisational feasibility. While the programme demonstrates how after-hours transitions can be more deliberately supported, its sustainability and transferability depend on organisational commitment and protected time for learning.
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