Hidden beneath the surface: what are the knowledge and skills for successful transition to practice.

Abstract

Purpose: The transition from training to independent practice in Emergency Medicine is challenging. Early career physicians need specific knowledge to function in new roles. However, this knowledge can be unwritten and implicit. It is unclear what skills newly graduated emergency physicians need to succeed in their early independent practice. We wished to understand these elements in order to inform further development of the current transition to practice curriculum.

Methods: We interviewed 23 emergency physicians in their first 5 years of practice at an urban academic center to explore the knowledge they acquired in early practice. Employing a constructivist stance, data collection and analysis occurred iteratively until thematic saturation. We constructed themes using inductive thematic analysis.

Results: Newly graduated emergency physicians identified the knowledge needed in early clinical practice. This knowledge was unwritten, dynamic, nuanced, difficult to transfer, and vital for them to function effectively. Knowledge was needed in four facets of clinical practice: patient interaction, learner supervision, institutional processes and group culture. Within patient interaction, they required skills and knowledge for their responsibility, gestalt, decision-making and communication. They needed skills to supervise learners, delegate them with tasks and provide feedback. To function effectively, they needed to learn institutional processes and how to manage departmental tasks. They also required knowledge of tacit group norms about work efficiency, code of conduct and patient care. Newly graduated physicians sought strategies to manage aspects within each of these four facets.

Conclusion: Specific knowledge is necessary in multiple facets of independent Emergency Medicine practice. Such knowledge is often unwritten and contextual, but the associated skills and strategies can be made explicit. Educators should incorporate these components in their transition-to-practice curriculum to support graduating trainees in becoming successful attending physicians.