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Readiness for the Realities of Internship: An Ethnographic Study Using Legitimation Code Theory.
Stuart Redvers Pattinson1,2, Hans Savelberg3, Anique Atherley2,4
1Unit for Undergraduate Medical Education (UUME), School of Clinical Medicine, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, Gauteng, South Africa.
Perspectives on Medical Education
|September 29, 2025
Summary
Newly qualified doctors need more than clinical skills for internship success. Developing personal and social competencies is crucial for effective practice and wellbeing during this challenging transition.
Area of Science:
- Medical Education
- Qualitative Research
- Healthcare Professional Development
Background:
- Newly qualified doctors face significant challenges transitioning to internship.
- Concerns exist regarding their preparedness with essential competencies for medical practice.
Purpose of the Study:
- To explore the realities of the internship role.
- To identify key competencies for internship success.
- To assess the perceived readiness of new doctors in demonstrating these competencies.
Main Methods:
- Qualitative study employing focused ethnography in a Johannesburg hospital.
- Data collection through participant observation, shadowing, informal conversations, and semi-structured interviews.
- Analysis using reflective thematic analysis and Legitimation Code Theory (LCT).
Main Results:
- Interns are crucial to hospital operations, facing high workloads and long hours.
- While some interns adapt well, others experience overwhelm, impacting wellbeing.
- Competencies in teamwork, organization, efficiency, and communication are vital but often undervalued in undergraduate training.
Conclusions:
- Successful internship requires both clinical proficiency and essential personal/social attributes.
- A holistic, competency-based medical education is needed to integrate critical personal and social skills for legitimate medical practice.
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