The drawing provided is an illustration of myself as the winner of a race crossing a finish line and

becoming a medical student. The ribbon at the finish line has the word “start” on it rather than “finish”

because although becoming a medical student is a great achievement, it is the beginning of a new

journey.

In the drawing, there are black words on the racetrack before the “start” line. These words highlight

what I expected being a medical student was like. One assumption was that choosing a speciality is

important to do from an early stage. Other smaller expectations included spending lots of time in

libraries.

The words in red on the racetrack summarise my current experience as a medical student such as

“professional “and “responsible”. I have learnt that you are professionally required to be responsible

when communicating with others, but also with yourself. This is vital as by neglecting yourself, you can

put others at risk as you are responsible for taking care of them. To do this, it is important to have a

good work life balance through good time management and discipline.

I have also included other words such as “adult learning” and “independent”. Before medical school, I

was accustomed to facilitated learning with a specification. In university, it is important to take your

own initiative to seek information and hold yourself accountable. I am still learning how to become an

independent learner and am trying to develop my studying techniques by testing different techniques.

Furthermore, I now understand the importance of gaining experience of different specialities and then

making an informed decision rather than choosing too early. I have also found that I find studying in

libraries to be an intimidating experience and so I prefer to study in other settings.

The words in red on the racetrack are larger than the black words as they highlight how my expectations

prior to medical school were merely touching the surface of what being a medical student is and that

there is much more to it than what meets the eye.

In the background there is an audience watching me. Some of the members of the audience are holding

up boards with phrases that highlight what others perceive my identity to be, prior to attending medical

school, in black, and now being a medical student, in red. Now that I am a medical student, I am met

with this assumption that I am already a doctor and can answer medical questions despite being in my

first year. Becoming a medical student has also made others now view me as a responsible adult where

they used to previously view me as a child.

While volunteering to help with a Medicine Taster Day for college students at university, I introduced

myself to others as a medical student for the first time. This was a surreal experience. It made me realise

how being a medical student has become an integral part of my identity and how it has changed.

Medical school is not the finish line. It's the start of a new journey

The student had expectations of medical school prior to attending, but those expectations changed quickly. They initially thought that choosing a speciality was important to do from an early stage, but now understand that it's better to gain experience with different specialities first. They also found that studying in libraries was an intimidating experience, and so they preferred to study in other settings.

The student's identity has also changed since becoming a medical student. They are now met with the assumption that they are already a doctor and can answer medical questions, despite being in their first year. They are also viewed as a responsible adult, rather than a child.

The student concludes by describing a surreal experience they had when introducing themselves as a medical student for the first time. This made them realize how being a medical student has become an integral part of their identity.

The student's experience of transitioning to medical school relates to several ideas in medicine:

Professionalism: The student has learned that professionalism is essential in medical school and the medical profession. This means being responsible, ethical, and respectful.

Social cognitive theory: This theory explains how people learn by observing and imitating others. The student is learning about professionalism, responsibility, and communication by observing and imitating their role models, such as their professors and clinical instructors.

Self-determination theory: This theory explains how motivation is influenced by three basic needs: autonomy, competence, and relatedness. The student's motivation to succeed in medical school is likely influenced by their need to feel autonomous, competent, and connected to others.

Transformative learning theory: This theory explains how people can experience profound changes in their understanding of themselves and the world due to a learning experience. The student's transition to medical school has been a transformative experience, as it has led to changes in their identity, expectations, and understanding of the medical profession.

Research on medical student transition: Much research has been conducted on the transition experience. This research has shown that the transition can be a challenging one but that most students can successfully adapt.

Research on professional development in medical school: Research has also been conducted on the development of professionalism in medical school. This research has shown that professionalism can be taught and developed through various methods, such as role modelling, mentoring, and reflective practice.

Tensions and dilemmas:

Tension between expectations and reality: The student had certain expectations of medical school prior to attending, such as the importance of choosing a specialty early on and spending lots of time in libraries. However, they have come to realize that medical school is much more than just academics, and that it is important to develop professional skills such as responsibility and communication. They have also learned that it is not necessary to choose a specialty right away, and that it is important to gain experience of different specialties before making a decision.

Dilemma of identity change: The student describes how their identity has changed since becoming a medical student. They are now met with the assumption that they are already a doctor and can answer medical questions, despite being in their first year. They are also viewed as a responsible adult, rather than a child. This change in identity can be challenging to navigate, as the author must balance the expectations of others with their own personal development.

Tension between work-life balance and academic demands: Medical school is a demanding program, and it can be difficult to maintain a work-life balance. The student describes how they have had to learn how to manage their time effectively and to prioritize their tasks. They have also had to learn how to say no and to take care of themselves.

Dilemma of navigating professional relationships: Medical students interact with a variety of professionals, including professors, clinical instructors, and other students. The student describes how they have had to learn how to navigate these relationships in a professional manner. This has included learning how to communicate effectively, how to give and receive feedback, and how to resolve conflict.

Reference

Chang, L., Eliasz, K.L., Cacciatore, D.T. and Abigail Ford Winkel (2020). The Transition From Medical Student to Resident: A Qualitative Study of New Residents’ Perspectives. Academic Medicine, [online] 95(9), pp.1421–1427. doi:https://doi.org/10.1097/acm.0000000000003474.

‌Eric Nkansah Opoku, Lee‐Ann Jacobs‐Nzuzi Khuabi and Lana van Niekerk (2021). Exploring the factors that affect the transition from student to health professional: an Integrative review. BMC Medical Education, [online] 21(1). doi:https://doi.org/10.1186/s12909-021-02978-0.

The formation of professional identity in medical students: Considerations for educators. (2023). Medical Teacher. [online] doi:https://doi.org/10.3109//0142159X.2012.687476.