Abstract
Taking responsibility for prescribing is one of newly qualified doctors' greatest stressors.1 Despite being a routine task, prescribing insulin is particularly stress-inducing. The global pandemic has made it more important to minimise transitioning students' stress; yet there are fewer clinicians to support their accelerated transitions. We had planned an intervention during 9-week 'Clinical Assistantships' immediately before qualifying. Students would write insulin 'pre-prescriptions', which supervisors would endorse as prescriptions that were appropriate to dispense. A trained healthcare professional or person with diabetes ('debriefer') would conduct one-to-one Case Based discussions (CBDs) to help students learn reflectively from experience.
| Original language | English |
|---|---|
| Journal | Medical Education |
| Early online date | 16 May 2020 |
| DOIs | |
| Publication status | Early online date - 16 May 2020 |
| Externally published | Yes |
Bibliographical note
This article is protected by copyright. All rights reserved.
Access to Document
- Enhancing workplace learning at the transition into practice. Lessons from a pandemic
© 2020 John Wiley & Sons Ltd and The Association for the Study of Medical Education. This work is made available online in accordance with the publisher’s policies. Please refer to any applicable terms of use of the publisher.