Novice Medical Specialists’ Learning and Teaching

Identification of the Problems from Different Roles

The possibility of clinical practice is important for novice medical specialists since relevant skills are acquired during this period, and students learn to apply their theoretical knowledge. Nevertheless, the issue of the lack of practical training can become a serious problem for both the faculty and students. According to Papathanasiou, Tsaras, Sarafis (2014), “there is a noticeable gap between the expectations and the reality of the clinical environment for the students in nursing” (p. 59). From the position of the faculty, it is necessary to give inexperienced colleagues more opportunities to actively participate in the clinical process and perform at least minor tasks related to real medical interventions. It will help to reduce students’ dissatisfaction and give them the opportunity to professionally prove themselves.

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From the RN preceptor role, training groups should be motivated and notified that practice is impossible without theory. Appropriate preparation should be implemented so that students could understand the importance and responsibility of their work for patients. If the supervisor periodically performs simple procedures with his or her pupils, it will help to unite the team and achieve high educational indicators due to the necessary motivation.

From the student role, it may not be worth every effort to demand indispensable participation in medical practice. It is for junior specialists to understand the need for full training. However, access to work with real people can be earned, for example, by good preparation for classes and active work during the entire period of training. Sooner or later, each novice specialist will have the opportunity to participate independently in the medical process. Nevertheless, until it happens, it is significant to receive a sufficient theoretical basis to avoid conflicts caused by the lack of practice.

Student-Faculty Relationships

Relationships between students and tutors largely determine not only academic performance and the level of preparation but also the moral microclimate in the team. Certain practices and behavioral approaches can have a significant impact on such factors as academic performance, behavior, etc. However, some beliefs about interaction with students may fail. For example, the desire for complete trust can lead to undesirable consequences. Not all students are sufficiently motivated, and if control is not periodically carried out by a tutor, there is a risk of falling academic performance because of inefficient preparation.

Another issue that deserves attention is students’ misconduct and, as a consequence, academic dishonesty. As Hodgkinson, Curtis, MacAlister, and Farrell (2016) claim, “approximately one-half to three-quarters of university students commit some form of cheating, plagiarism, or collusion” (p. 1). In order to combat these phenomena, it is necessary to not only monitor the observance of training conditions but also to bring students the truth that poor preparation is a potential failure of a future career, and a good one is a key to success and recognition. Accordingly, any violations of the honor code are unacceptable, especially if the healthcare sector is discussed. A medical worker, albeit a beginner, cannot afford to behave immorally, have substance abuse problems, etc. Krueger (2014) mentions a personal example as one of the central sources of motivation; therefore, it is essential to inform students about the necessity of absolute non-admission of violations.

A personal teaching philosophy is those approaches and techniques that the tutor considers successful in the process of working with students. Based on the list of questions above, my philosophy includes the honor code compliance and complete immersion in the workflow. In my opinion, it is only through careful preparation and practice that students can become good medical specialists and provide assistance to those in need.


Hodgkinson, T., Curtis, H., MacAlister, D., & Farrell, G. (2016). Student academic dishonesty: The potential for situational prevention. Journal of Criminal Justice Education, 27(1), 1-18.

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Krueger, L. (2014). Academic dishonesty among nursing students. Journal of Nursing Education, 53(2), 77-87.

Papathanasiou, I. V., Tsaras, K., & Sarafis, P. (2014). Views and perceptions of nursing students on their clinical learning environment: Teaching and learning. Nurse Education Today, 34(1), 57-60.

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