Marie Catherine Morris1, Martina Hennessy2, Kevin C Conlon3, Paul F Ridgway3. 1. Education Division, Trinity College, University of Dublin, Dublin, Ireland. Electronic address: morrism4@tcd.ie. 2. Education Division, Trinity College, University of Dublin, Dublin, Ireland. 3. Education Division, Trinity College, University of Dublin, Dublin, Ireland; Department of Surgery, Trinity Centre for Health Sciences, Tallaght Hospital Campus, Tallaght, Dublin, Ireland.
Abstract
BACKGROUND: This study sought to investigate the potential of a subinternship apprentice role as a structured experiential learning opportunity by enabling final-year medical students to learn through action rather than observation. METHODS: A convenience sample of 65 final-year medical students was allocated to "intern shadow" (control group) or "subintern" (research group) for 2 weeks during the first clinical attachment of their final year. "Intern shadow" involved direct observation of the intern role, whereas "subintern" involved a fully immersive performance of the intern role under direct supervision by the surgical team. All students completed an evaluation form that was devised in-house and based on course learning objectives. This consisted of Likert scales and free text. RESULTS: Wilcoxon rank sum test results showed that students participating in the "subintern" group had a statistically significantly better clinical experience than the "intern-shadow" group regarding role modeling (p = 0.0002), learning and teaching (p = 0.0021), organization and support (p = 0.0219), and patient interaction (p = 0.0063). CONCLUSION: The "subintern" apprentice role shows strong potential for enabling final-year students to learn on the job by actually performing the intern role rather than merely observing an intern at work. Subinterns reported feeling valued within the team structure and expressed a desire to emulate expert practice directly experienced through close collaboration with consultant surgeons.
BACKGROUND: This study sought to investigate the potential of a subinternship apprentice role as a structured experiential learning opportunity by enabling final-year medical students to learn through action rather than observation. METHODS: A convenience sample of 65 final-year medical students was allocated to "intern shadow" (control group) or "subintern" (research group) for 2 weeks during the first clinical attachment of their final year. "Intern shadow" involved direct observation of the intern role, whereas "subintern" involved a fully immersive performance of the intern role under direct supervision by the surgical team. All students completed an evaluation form that was devised in-house and based on course learning objectives. This consisted of Likert scales and free text. RESULTS: Wilcoxon rank sum test results showed that students participating in the "subintern" group had a statistically significantly better clinical experience than the "intern-shadow" group regarding role modeling (p = 0.0002), learning and teaching (p = 0.0021), organization and support (p = 0.0219), and patient interaction (p = 0.0063). CONCLUSION: The "subintern" apprentice role shows strong potential for enabling final-year students to learn on the job by actually performing the intern role rather than merely observing an intern at work. Subinterns reported feeling valued within the team structure and expressed a desire to emulate expert practice directly experienced through close collaboration with consultant surgeons.
Keywords:
Interpersonal and Communication Skills; Patient Care; Practice-Based Learning and Improvement; Professionalism; apprenticeship; intern; medical student; role-modelling; transition