There are three interrelated concepts of what medical students learn, which include the
formal, informal, and hidden curriculum. Several researchers who have investigated notions of
the hidden curriculum have demonstrated how the experiences of medical training entrenched in
the hidden curriculum can have a profound impact on medical student adaptation. The most
influential transitional stage in undergraduate medical education is the third-year clinical
clerkship, when medical students transition from classroom learners into clinicians. The Northern
Ontario School of Medicine’s (NOSM) clinical clerkship year consists of a mandatory eightmonths
of living and working in rural and northern communities throughout Northern Ontario,
and learning in the context of rural family practice.
Informed by a social constructivist research paradigm, I explored how 12 third-year
students described the challenges they had to manage and, in response, the strategies they
employed to adapt to their clerkship. I elicited their experiences and perspectives to contribute to
a rich understanding of how students at the NOSM describe developing processes of adaptation
during the Comprehensive Community Clerkship. Data were collected between August 2011 and
April 2012, including: a) pre-clerkship interviews and a demographic questionnaire, b) mobile
methods in the form of ‘guided walks’ in the communities, and c) post-clerkship interviews. The
quality of the data collection and analysis were enhanced through processes of methodological
and interpretive rigour, representativeness and authenticity, rich description and contextual
relevance, audit trail, and reflexivity.
Through an inductive thematic analysis of the data, the findings provide a rich description
of events experienced such as medical training in one’s hometown or a familiar community,
iv
transitions including adaptation to the clinical setting and to the medical profession, and the
influence of the clerkship on career path, personal well-being, and empathy for patients.
The findings serve to advance our understanding of how medical students describe
developing processes of adaptation throughout a longitudinal integrated clerkship. Implications
are considered for medical students, the NOSM, the clerkship communities, and medical schools
nationally and internationally. I propose recommendations regarding the suitability of authentic
methods in medical education research, and discuss the implications for rural and northern health
research.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OSUL.10219/2035 |
| Date | 31 July 2013 |
| Creators | Dubé, Tim V. |
| Publisher | Laurentian University of Sudbury |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0019 seconds