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Medical Students' Reflections on Transitioning to Their First General Practice Placement: Qualitative Descriptive

Sara Bashar Qasrawi1, Maryam Tomerak1, Shahad Abdulkhaleq Mamalchi2

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JMIR Medical Education
|March 12, 2026
PubMed
Summary

Medical students often feel unprepared for clinical placements, facing emotional and practical challenges. Structured reflection and support are crucial for developing professional identity during this transition.

Keywords:
clinical learning environmentmedical educationprofessional identity formationqualitative descriptive methodologyreflective writing

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Area of Science:

  • Medical Education
  • Professional Identity Formation
  • Clinical Psychology

Background:

  • Transitioning from preclinical to clinical training is a critical phase for medical students.
  • Real-world clinical exposure is vital for professional identity, despite simulation-based learning.
  • The clinical learning environment significantly influences student development.

Purpose of the Study:

  • To explore medical students' reflections on their first general practice placement.
  • To understand student experiences, challenges, and the role of the clinical learning environment.
  • To develop a framework supporting professional identity formation in medical education.

Main Methods:

  • Qualitative descriptive approach using naturalism.
  • Analysis of reflections from fourth-year medical students.
  • Content thematic analysis to identify key themes.

Main Results:

  • Students reported being unprepared for clinical realities, experiencing uncertainty and emotional overwhelm.
  • A disconnect between theoretical knowledge and practical application was evident.
  • Supportive mentorship and feedback positively impacted student confidence.

Conclusions:

  • Reflection is a valuable tool but requires a supportive scaffolding.
  • Early skills preparation, role clarity, and psychological safety are essential.
  • Structured reflection can normalize uncertainty and foster resilience in medical students.