Key aspects of teaching that affect perceived preparedness of medical students for transition to work: insights from the COVID‐19 pandemic

Background The self‐perceived preparedness of medical students to transition into practising junior doctors has implications for patient safety, graduate well‐being and development of professional identity. Aims To examine the impact of changes to final‐year education and placements and determine key elements that contribute to self‐perceived preparedness for transition to work. Methods An online survey among final‐year medical students at one Australian medical school in 2020 (the cohort most affected by the coronarvirus disease 2019 [COVID‐19] pandemic), exploring overall self‐perceived preparedness and specific competencies, including questions in previous Australian Medical Council/Medical Board of Australia annual national surveys. Quantitative and qualitative content analyses were performed. Results Thirty‐three percent of eligible participants completed the survey. There was a significant decline in overall self‐perceived preparedness among participants (mean preparedness, 3.55 ± 0.88) compared with 2019 graduates from the same medical school (mean preparedness, 4.28 ± 0.64, P