Mind the Gap - Educational Videos to Move From Medical Theory to Clinical Practice. A Qualitative Analysis

Context Transition periods, as the one from medical theory to clinical practice, constitute obstacles for many medical students. This study aims to evaluate the usefulness of a video-based e-learning tool, which was created to help students prepare for their final exam, and to familiarize them with the clinical application of entrustable professional activities (EPAs). It further aims to give learners more confidence and key knowledge to face the struggles of everyday clinical work. The tool is based on principles of competency-based medical education and the EPAs defined by our medical faculty. Methods Based on a constructivist approach, a survey with closed and open questions was administered to all final year medical students. A qualitative analysis, using an affinity diagram and applying open coding techniques to the data retrieved from the open questions allowed to identify the main results of this study. Results Medical students appreciated the e-learning tool for its usefulness, its accessibility, and its learner-centeredness. Impacting long-term memory, the self-assessment questions helped students to anchor important key messages. In a clinical context, the tool allowed students to reduce stress and increase autonomy, helping them to bridge the gap from theory to practice. Additionally to the initial goal of evaluating the usefulness of a learning tool, we found valuable insight on how students perceive this particular transition towards practice. Conclusions We found that this e-learning project is a useful learning tool for final year medical students, especially for the application of EPAs in a clinical environment. It is relevant to the students’ feeling of preparedness for clinical work and for their capacity to bridge the gap from theory to practice. The challenging period that is the transition from medical theory to clinical practice is a pivotal moment in motivating and training medical students for their future practice, and probably has an impact on patient safety and quality of care. To make the transition a successful learning experience, more in-depth research and a multidisciplinary approach to this gap between theory and practice are needed. The impact of learning interventions around the transition on quality of care and patient safety remains to be researched.