PURPOSE
Transition into internship often triggers uncertainty and identity
discomfort as learners move from supervised academic roles to responsible
clinical practitioners. Vulnerability during this transition is frequently
unspoken and poorly addressed in curriculum design. Understanding how
learners interpret and respond to such discomfort may provide insights into
the development of clinical maturity. This study explored how final-year
medical students experience emotional and professional discomfort during
early internship and how these challenges promote adaptive thinking,
reflective engagement and development of emerging professional identity.
METHODS
A descriptive qualitative design was used. Participants included final-year
students beginning their internship phase. Semi-structured interviews and
reflective narrative submissions explored emotional responses,
competence-related concerns, adaptation strategies and shifts in professional
self-concept. Data were analysed using inductive thematic analysis, with
credibility enhanced through researcher triangulation, participant
confirmation and reflexive analytical audit.
RESULTS
Participants described initial discomfort related to clinical responsibility,
potential errors and hesitancy in independent decision-making. This unease
commonly resulted in increased vigilance and self-directed preparation. Four
recurring themes emerged: acknowledging perceived unpreparedness; transition
from theoretical learner to accountable clinical decision-maker; seeking
support while retaining autonomy; and gradual formation of an adaptive
professional identity. Although uncertainty initially provoked emotional
strain, it also encouraged resilience, proactive help-seeking and reflective
adjustment. Supportive supervision, guided autonomy and engagement in
real-time feedback were described as essential in navigating early
transition. Over time, learners reported greater confidence, focused clinical
reasoning and improved alignment with workplace expectations.
CONCLUSIONS
Identity discomfort during trasition to internship can stimulate
professional growth when supported by reflective practice, structured
mentoring and timely guidance. Rather than perceiving early uncertainty as
detrimental, integrating transitional preparation strategies may help
learners convert discomfort into adaptive capability. Educational models
should reinforce progressive responsibility, constructive feedback and emotional
support to strengthen readiness for competent, responsible practice.