Internship Learning Experiences, Challenges, and Resource Preferences Among Junior Doctors in Two Malaysian Tertiary Hospitals: A Pilot Study on the Preliminary Validation of a Multifaceted Questionnaire.

INTRODUCTION: Internship, the transitional period between undergraduate medical training and full registration as a practicing doctor, plays a key role in shaping career intentions. This study aimed to (a) evaluate the preliminary psychometric properties of an adapted questionnaire assessing junior doctors' perceptions of internship learning experiences, (b) explore perceived challenges during internship, and (c) examine preferences for learning resources. METHODS: A multifaceted questionnaire was developed through the adaptation of a previously validated instrument, with the addition of new items tailored to the local context. The adapted questionnaire subsequently underwent content validation, face validation, and internal consistency assessment prior to finalization. Convenience sampling via voluntary response or network-based convenience sampling was employed to recruit respondents from two tertiary hospitals providing internship training between October 2025 and January 2026. RESULTS: The final 40-item questionnaire demonstrated satisfactory content validity and internal consistency (Cronbach's alpha=0.801 & 0.826). A total of 95 respondents participated in the pilot study, the majority of whom were senior house officers who had completed at least three clinical postings (n=57, 60.0%). Respondents reported positive perceptions of supervisor support, and professional development. High prevalence of anxiety (n=85, 89.5%) and feelings of being overwhelmed by clinical duties (n=89, 93.7%) was observed, largely attributed to heavy workload, demanding clinical responsibilities, and human resource shortages. Respondents showed strong positive perceptions of on-demand learning tools, including online subscription-based resources (n=81, 85.3%) and social media (n=86, 90.5%), while nearly half reported neutral or negative views on the usefulness of clinical research during internship. CONCLUSION: This study developed a multifaceted instrument with satisfactory psychometric properties to assess internship learning experiences and resource preferences among junior doctors. The findings highlight the need to strengthen psychological well-being and address human resource challenges during internship training, alongside support for self-directed learning platforms and instilling research curiosity.