# Learning Experiences in an Intensive Vaccination Training Course in Japan: A Qualitative Study

## TL;DR

Medical students in Japan gained confidence and learned clinical skills through an intensive vaccination training course involving real patients and supervision.

## Contribution

The study provides new insights into how real-world practice and supervision enhance medical students' learning of clinical procedures.

## Key findings

- Students felt a sense of entry into the medical professional community through real-world practice.
- Working with real vaccinees and colleagues increased students' sense of responsibility and confidence.
- Supervision and collaborative learning were key factors in promoting effective skill acquisition.

## Abstract

Introduction: Medical students rarely have opportunities to perform common clinical procedures, and this is especially true in Japan. An intensive vaccination training course was developed to resolve this issue. Medical students experienced (almost) their first experience with needles in a live person with the help of their colleagues and supervisors and seemed to learn various things during the course. However, the details of their learning experiences are not clear; therefore, this study aimed to explore their learning experiences.

Methodology: The research team, comprising a PhD student and experts in health professions education, interviewed 12 course participants to explore their learning experiences. They analyzed anonymized transcripts using inductive thematic analysis within a social constructivist paradigm.

Results: Qualitative analysis showed the following seven themes: (1) changes in clinical clerkships due to the COVID-19 pandemic, (2) recognized entry into the medical professional community, (3) smooth clinical procedure, (4) the vaccination target is a human being, (5) sense of responsibility associated with receiving compensation, (6) working with colleagues, and (7) presence of supervisors. The participants emphasized that working with real vaccinees, rather than mannequins, created pressure not to fail, which positively influenced their learning.

Conclusions: This study revealed that the participants felt a sense of entry into the medical professional community and gained confidence in performing a smooth clinical procedure. Some conditions of the course, such as the vaccination target, working with colleagues, and the presence of supervisors, promoted their learning. The findings will inform international faculty members about the development of curricula for vaccination skills and other clinical procedural skills.