DOI: 10.34894/mljibo
title: Shireen Omer Abdelnour Suliman - PhD project-data for study 2
title: Chapter 3. Sailing the boat together: Co-creation of a model for learning during transition

description: &lt;B&gt;Title&lt;/B&gt;&lt;BR&gt;Chapter 3. Sailing the boat together: Co-creation of a model for learning during transition&lt;BR&gt;&lt;BR&gt;
&lt;B&gt;Summary&lt;/B&gt;&lt;BR&gt;
In chapter 3, we have addressed the challenging periods of transition in medical education and highlighted the value of co-creating a transition to residency curriculum by engaging students in transition with diverse stakeholders from undergraduate and graduate medical education. We focused on answering the research question: What is the added value of involving stakeholders across the transition spectrum in co-creating a transition curriculum, and what are the components of this curriculum? Students in transition were involved in co-creating their final year curriculum with college and clinical faculty and chief residents. During eight online co-creation sessions, participants from all the stakeholder groups worked in small groups to define requirements and strategies for helping students transition to graduate medical education training. The discussions were guided by the 4S system of Schlossberg’s Transition Theory, where ‘situation’ refers to how the transition is perceived by the trainees; ‘self’ is about personal resources needed for transition; ‘support,’ signifies the support needed for transition, and finally, ‘strategies’ describe desirable approaches that can facilitate students’ transition. Thematic analysis for transcripts of these eight co-creation sessions was conducted, and the results were used to draft a quantitative survey sent to those who did not participate in the sessions. Mean scores with standard deviations were used for survey analysis. This was followed by two online consensus-building co-creation sessions with the original participants. During these sessions, the participants reviewed the survey results and reached a consensus on the support and strategies required. The transcripts of these two final sessions were then thematically analyzed to adjust and finalize the coding scheme.
The insights that emerged from this collaborative process led to the identification of five themes that make up the Model of Learning during Transition (MOLT). This model consists of five pillars: adaptation, authenticity, autonomy, connectedness, and continuity, all of which are rooted in the idea of creating a supportive environment. For students to learn effectively during the transition, they need to adapt to the new learning environment, which involves authentic learning experiences. They need increased responsibility and opportunities to shadow professionals, allowing for maximum autonomy. Students need to feel connected and integrated within health professional teams. Furthermore, students benefit from continuity in learning, with a focus on spiral learning and integration within health professional teams. All these five pillars are integral to a supportive environment that includes various support-rich resources. These include college leaders, postgraduate educators, residents, and peers who provide support through supervision, feedback, and psychological and career counseling together with mentoring, as well as engaging students in study groups and in educational activities.&lt;BR&gt;&lt;BR&gt;
&lt;B&gt;Description of the attached file&lt;/B&gt;&lt;BR&gt;
The attached file includes:&lt;BR&gt;
1) The qualitative data analysis of the 10 co-creation sessions.&lt;BR&gt;
2) The quantitative data analysis of the survey.&lt;BR&gt;&lt;BR&gt;