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ORIGINAL ARTICLE
Year : 2016  |  Volume : 4  |  Issue : 4  |  Page : 262-269

Entering a new profession: Patient educator interns' struggles for recognition


Leeds Institute of Medical Education, School of Medicine, University of Leeds, Leeds, United Kingdom

Correspondence Address:
Fatmah A Almoayad
Almoayyad Book Store, P. O. Box: 92738, Riyadh 11663
United Kingdom
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DOI: 10.4103/2468-6360.191907

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Objective: To ascertain patient educator interns' (PEIs) views on the internship experience and to explore how the transition to the workplace is experienced by new graduates from emergent professions. Methods: In this case study from Saudi Arabia, semi-structured interviews were conducted with 10 PEIs. Following a narrative type of analysis, case summaries were created, compared and interpreted. Results: Interns held preconceptions regarding the patient educator's role, and these preconceptions were frequently not mirrored by actual practice. The clash of preconceptions and actual experiences led participants to encounter shock. Conclusion: Transition shock for PEIs seemed to be exacerbated due to their position within a new profession. This study adds to a growing literature about the challenges experienced by workers in new and emerging healthcare roles.


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