Student perceptions of clerkship handbooks

Summary Background When students transition into new clerkships, it can be useful to provide them with information to assist them in their adjustment to the new social environment. Handbooks could support students by providing information, particularly during clerkship orientation. The authors explored aspects of existing handbooks that students found useful, and sought additional desirable content. Methods During seven semi‐structured focus group discussions, 48 final‐year medical students discussed their perceptions of six handbooks at the end of their training. Focus group discussions continued until data saturation. Transcripts were thematically analysed. Results Students appreciated handbooks that were concise, and valued reviewing handbooks with faculty members who could highlight important content. Most students valued and desired content related to assessment, and specifically used handbooks when preparing for examinations. Most students appreciated handbooks that provided study guidance such as a syllabus. Students also appreciated logistical aspects such as a timetable and information on clerkship cultural norms. Students disliked handbooks with vague descriptions of faculty member expectations and students’ roles. Conclusions Students liked, disliked and desired many aspects of clerkship handbooks. The findings of our study could be used when designing handbooks to enhance their perceived value to students. Further research is needed on the impact of handbooks on learning and increasing students’ engagement with handbook content. There are many aspects of handbook content and delivery that could be used to improve students’ perceptions regarding handbooks. Handbooks could support students by providing information