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Purpose: The purpose of this paper is to describe experiences of transition from medical school to new doctor in the UK and to examine the development and evaluation of initiatives designed to lessen anxiety and assist transition. Design/methodology/approach: The evaluations of two recent interventions for new doctors are reported, one at organisational and one at the individual level: first, a longer induction programme; and second, provision of a library of medical textbooks on smartphones (the "iDoc" project). The paper also reports on mindfulness training designed to help trainees' well-being. Findings: These initiatives address different aspects of transition challenges (related to roles and responsibilities, cognitive and environmental factors). Benefit can be gained from multiple approaches to supporting this time of uncertainty. Practical implications: Given the link between transition, doctor stress and patient safety, there is a need to review existing strategies to ameliorate the stress associated with transition and seek novel ways to support new doctors. The authors argue that diverse approaches, targeted at both the organisational and individual level, can support new trainees, both practically and emotionally. Originality/value: The paper reports initiatives that support transition, of value to medical schools, deaneries, researchers and trainees themselves. © Emerald Group Publishing Limited.

Original publication

DOI

10.1108/JWL-Jul-2012-0052

Type

Journal article

Journal

Journal of Workplace Learning

Publication Date

09/09/2013

Volume

25

Pages

368 - 382