The existing literature on the subject shows that the majority of the students felt that their training did not provide sufficient development of practical skills for the hectic work environment of public health care units. An analysis of this study shows that some problems in the transition arise because of a mismatch between actual requirements in health care practice and the prescribed outcomes of undergraduate education, while other problems might be the result of changes in the working routines such as adjusting to shift-work. Taking direct responsibility for the patients care in a social health care system is quite different from learning medicine in a carefully supervised context. It is noteworthy here that the previous generations of UK medical students had more opportunities to take responsibilities early on in their studentship, such as working as locum house officers whilst they were senior students and thereby undergoing some of the pressures of real practice. A thorough analysis of the situation shows it is not the work itself which leads to problems with the transition, but the changed circumstances and practice, for example, the medical schools have an approach of teaching patient-centered care but this culture can be perceived as a hampering to the pace of work, and the lack of supervision and a sudden overload of work also plays with the mindsets of the students. An important area of concern is prescribing; an evaluation has found that the new practitioners feel that they are lacking in know-how for safe prescribing.
Another important factor is that of stress which is experienced by these novice practitioners. Majority of the stress causing agents come from the organization rather than the individual himself. In the healthcare system, overwork is a major headache, aided by the uncertainty of the novice practitioners of where to look for help and the onslaught of too much responsibility so early in their careers without sufficient supervision. Legislation, like the European Working Time Directive, has helped improve the working environment, but has also somewhat increased the rift between the juniors and the seniors who do not think much of their juniors’ commitment levels (Watmough S, 2006). 4. Factors Affecting Preparedness The primary factors that affect the move from student to a new practitioner encompass two categories: they might be internal including the individual’s learning style and personality, or they might be external including the structure of the organization in which they work. Research indicates that