Medical Students and the Cadaver in Social and Cultural Context

1988 ◽  
pp. 125-153 ◽  
Author(s):  
Joseph W. Lella ◽  
Dorothy Pawluch
Keyword(s):  
Medical Students ◽  
Cultural Context

scholarly journals Active learning of medical students in Taiwan: A realist evaluation

2020 ◽  
Author(s):  
Chien-Da Huang ◽  
Hsu-Min Tseng ◽  
Chang-Chyi Jenq ◽  
Liang-Shiou Ou
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Professional Identity ◽  
Learning Outcomes ◽  
Cultural Context ◽  
Early Stage ◽  
Self Regulation ◽  
Realist Evaluation ◽  
Evaluation Framework ◽  
Process Models

Abstract Background: Active learning is defined as any instructional method that engages students in the learning process. Cultural differences in learning patterns can play an important role in engagement with active learning. We aimed to examine process models of active learning to understand what works, for whom and why. Methods: Forty-eight sixth- and seventh-year medical students with experience of active learning methods were purposively selected to participate in ten group interviews. Interactions around active learning were analysed using a realist evaluation framework to unpack the ‘context-mechanism-outcome’ (CMO) configurations. Results: Three core CMO configurations, including cultural, training and individual domains, were identified. In the cultural context of a strong hierarchical culture, the mechanisms of fear prompted students to be silent (outcome) and dare not give their opinions. In the training context of teacher-student familiarity alongside teachers’ guidance, the mechanisms of learning motivation, self-regulation and enthusiasm were triggered, prompting positive learning outcomes and competencies (outcome). In the individual context of learning how to learn actively at an early stage within the medical learning environment, the mechanisms of internalisation, professional identity and stress resulted in recognising active learning and advanced preparation (outcomes). Conclusions: We identified three CMO configurations of Taiwanese medical students’ active learning. The connections among hierarchical culture, fear, teachers’ guidance, motivation, the medical environment and professional identity have been shown to affect the complex interactions of learning outcomes. Fear derived from a hierarchical culture is a concern as it is a significant and specific contextual factor, often sparking fear with negative outcomes.

scholarly journals Medical students’ affective reactions to workplace experiences: qualitative investigation in a Chinese cultural context

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Huei-Ming Yeh ◽  
Wan-Hsi Chien ◽  
Daniel Fu-Chang Tsai ◽  
Tim Dornan ◽  
Ling-Ping Lai ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environments ◽  
Compassion Fatigue ◽  
Cultural Context ◽  
Cultural Hegemony ◽  
Affective Reactions ◽  
Cultural Backgrounds ◽  
Thick Description ◽  
Complex Interactions ◽  
Workplace Experiences

Abstract Background Compassion fatigue, unprofessional behavior, and burnout are prompting educators to examine medical students’ affective reactions to workplace experiences. Attributes of both students and learning environments are influenced by their socio-cultural backgrounds. To prevent ‘educational cultural hegemony’, opinion leaders have advocated research in under-represented cultural contexts, of which Asia is a prime example. This study aimed to broaden the discourse of medical education by answering the question: how do students react affectively to workplace experiences in a Chinese cultural context? Methods In 2014, the authors recruited five female and seven male Taiwanese clerkship students to make 1–2 audio-diary recordings per week for 12 weeks describing affective experiences, to which they had consciously reacted. The authors analyzed transcripts of these recordings thematically in the original Mandarin and prepared a thick description of their findings, including illustrative extracts. An English-speaking education researcher helped them translate this into English, constantly comparing the interpretation with the original, untranslated data. Results (Mis) matches between their visions of future professional life and clerkship experiences influenced participants’ affective reactions, thoughts, and behaviors. Participants managed these reactions by drawing on a range of personal and social resources, which influenced the valence, strength, and nature of their reactions. This complex set of interrelationships was influenced by culturally determined values and norms, of which this report provides a thick description. Conclusion To avoid educational cultural hegemony, educators need to understand professional behavior in terms of complex interactions between culturally-specific attributes of individual students and learning environments. Trial registration The ethics committee of the National Taiwan University (NTU) Hospital gave research ethics approval (20130864RINB).

scholarly journals A survey of some aspects of birthday celebration

2018 ◽  
Vol 25 (2) ◽  
pp. 107-111
Author(s):  
Darja Rojaka ◽  
Sigita Lesinskienė
Keyword(s):  
Medical Students ◽  
Cultural Context ◽  
Geographic Location ◽  
Current Data ◽  
Cross Cultural ◽  
Ritual Performance ◽  
Future Studies ◽  
Birthday Celebration ◽  
Ancient Times ◽  
Vilnius University

Background. The tradition of celebrating the day of birth of an individual is thought to have existed since the ancient times. Depending on the culture, religious beliefs, and the geographic location, occasions for ritual performance differ greatly. The aim of this pilot study was to investigate how students in Lithuania evaluate the importance of their birthday. Materials and methods. An “Invitation to Remember Your Birthday” questionnaire was created by the authors to collect the responses for evaluation. The questionnaire consisted of 15 questions divided into four parts. It assessed how and what the respondents felt on their annual birthday, about the organization of the celebration, gift-receiving, and the value of the ritual. Results. A total of 309 medical students of Vilnius University completed the survey (n = 146 year 4, n = 163 year 5). The results suggested that the birthday is an important individual occasion, which students tend to celebrate annually. The respondents tend to feel better and more loved on the day of their birthday. Conclusions. Birthday is seen as an opportunity to spend time with friends and family, have a break from daily responsibilities, and receive attention from people around them. Birthday celebration of medical students is affected by their social and cultural context. The findings of this study may be relevant for future studies when searching for ageand culture-appropriate ways to use birthday celebration as possible means of improving mental health. The current data can be used for longitudinal and cross-cultural comparisons.

Attitudes and Opinions of Medical Students and Health Care Professionals about the Covid-19 Vaccine (A Quantitative Study from a Medical School and Its Affiliated Hospitals)

2021 ◽  
Vol 66 (Special Issue) ◽  
pp. 97-98
Author(s):  
Yesim Isil Ulman ◽  
◽  
Arshiya Abbaszadeh ◽  
Beril Ay ◽  
Diyar Dogrucam ◽  
...  
Keyword(s):  
Medical Students ◽  
Quantitative Study ◽  
Health Care Professionals ◽  
Cultural Context ◽  
Healthcare Professionals ◽  
Herd Immunity ◽  
Vaccine Hesitancy ◽  
Chi Square ◽  
Cross Sectional ◽  
Global Challenge

"Objectives: Vaccination is one of the most effective scientific inventions to prevent infectious diseases worldwide. Despite the evidence on the efficacy of vaccinations, vaccine refusal still poses a threat for human health. This study aims, firstly, to detect the underlying reasons of vaccine hesitancy concerning the COVID-19 among medical students and healthcare professionals; and, secondly, to compare the results between the two groups. Methods: This is an online, ongoing cross-sectional quantitative study based on a scale validated in the socio-cultural context in Turkey. The sample consists of students of medicine at six years of education including preparatory class at a foundation university in Istanbul, as well as the healthcare professionals at the affiliated hospitals of the same university. Data will mainly be collected through the Scale of Vaccine Hesitancy (1) annexed with demographic and open-ended questions detecting opinions about vaccination. T-test and chi-square tests will be used for the analysis of scale scores and demographic questions respectively. The open-ended questions will provide deeper findings on the issue. Discussion and Conclusion: While COVID-19 pandemic remains a global challenge, vaccine roll-out seems to be the best response to combat the disease. However, reluctance in acceptance of vaccines among diverse populations creates a risk for herd immunity. Comparatively investigating the motives of vaccine hesitancy among health-related populations may help proposing social, ethical guidance for medical education and health policies. Source: Kilincarslan, M. et al (2020). Development of Valid and Reliable Scale of Vaccine Hesitancy in Turkish Language. Konuralp Tıp Dergisi, 12(3), 420-429 . "

Interactive laboratory classes enhance neurophysiological knowledge in Thai medical students

2018 ◽  
Vol 42 (1) ◽  
pp. 140-145 ◽  
Author(s):  
Nicha Wongjarupong ◽  
Danai Niyomnaitham ◽  
Pitchamol Vilaisaktipakorn ◽  
Tanawin Suksiriworaboot ◽  
Shaun Peter Qureshi ◽  
...  
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Test Scores ◽  
Repeated Measures ◽  
Cultural Context ◽  
High Performance ◽  
Teaching Method ◽  
Learning Methods ◽  
Laboratory Findings ◽  
High Level

Interactive laboratory class (ILC) is a two-way communication teaching method that encourages students to correlate laboratory findings with materials from lectures. In Thai medical education, active learning methods are uncommon. This paper aims to establish 1) if ILCs would effectively promote physiology learning; 2) if effectiveness would be found in both previously academically high-performing and low-performing students; and 3) the acceptability of ILCs to Thai medical students as a novel learning method. Two hundred seventy-eight second-year medical students were recruited to this study. We conducted three ILC sessions, which followed corresponding lectures. We carried out multiple-choice pre- and post-ILC assessments of knowledge and compared by repeated-measures ANOVA and unpaired t-test. Subgroup analysis was performed to compare high-performance (HighP) and low-performance (LowP) students. After the ILCs, participants self-rated their knowledge and satisfaction. Post-ILC test scores increased significantly compared with pre-ILC test scores in all three sessions. Mean scores of each post-ILC test increased significantly from pre-ILC test in both LowP and HighP groups. More students self-reported a “very high” and “high” level of knowledge after ILCs. Most students agreed that ILCs provided more discussion opportunity, motivated their learning, and made lessons more enjoyable. As an adjunct to lectures, ILCs can enhance knowledge in medical students, regardless of previous academic performance. Students perceived ILC as useful and acceptable. This study supports the active learning methods in physiology education, regardless of cultural context.

scholarly journals Active learning of medical students in Taiwan: a realist evaluation

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Chien-Da Huang ◽  
Hsu-Min Tseng ◽  
Chang-Chyi Jenq ◽  
Liang-Shiou Ou
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Professional Identity ◽  
Learning Outcomes ◽  
Cultural Context ◽  
Early Stage ◽  
Self Regulation ◽  
Realist Evaluation ◽  
Evaluation Framework ◽  
Process Models

Abstract Background Active learning is defined as any instructional method that engages students in the learning process. Cultural differences in learning patterns can play an important role in engagement with active learning. We aimed to examine process models of active learning to understand what works, for whom and why. Methods Forty-eight sixth- and seventh-year medical students with experience of active learning methods were purposively selected to participate in ten group interviews. Interactions around active learning were analysed using a realist evaluation framework to unpack the ‘context-mechanism-outcome’ (CMO) configurations. Results Three core CMO configurations, including cultural, training and individual domains, were identified. In the cultural context of a strong hierarchical culture, the mechanisms of fear prompted students to be silent (outcome) and dare not give their opinions. In the training context of teacher-student familiarity alongside teachers’ guidance, the mechanisms of learning motivation, self-regulation and enthusiasm were triggered, prompting positive learning outcomes and competencies (outcome). In the individual context of learning how to learn actively at an early stage within the medical learning environment, the mechanisms of internalisation, professional identity and stress resulted in recognising active learning and advanced preparation (outcomes). Conclusions We identified three CMO configurations of Taiwanese medical students’ active learning. The connections among hierarchical culture, fear, teachers’ guidance, motivation, the medical environment and professional identity have been shown to affect the complex interactions of learning outcomes. Fear derived from a hierarchical culture is a concern as it is a significant and specific contextual factor, often sparking fear with negative outcomes.

scholarly journals Challenges of Communication Skills Transfer of Medical Students in the Cultural Context of Indonesia

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Mora Claramita ◽  
Yayi Suryo Prabandari ◽  
Abraham Graber ◽  
Albert J. J. Scherpbier
Keyword(s):  
Medical Students ◽  
Group Dynamics ◽  
Cultural Context ◽  
Communication Style ◽  
Communication Styles ◽  
Patient Centered ◽  
Skills Transfer ◽  
Student Centered ◽  
Teacher Student ◽  
Centered Care

Medical schools worldwide are promoting a student-centered and patient-centered care curriculum by using problem-based learning (PBL) strategy, emphasizing group dynamics and discussions. This approach facilitates student engagement, participation, and partnership interaction. However, in the context of the wide power-distance or the existence of socio-hierarchical gaps in Indonesia, two-way dialogue is limited. Few studies describe the one-way paternalistic communication styles between physician-patient, teacher-student, and parents-children, which can lead to less effective learning and healthcare environments. In this study, we investigated if students in an Indonesian medical school, who have been learning and practicing a partnership style of communication in a PBL curriculum for three years, are using the same style of communication with their junior peers outside the classroom. We examined the communication style between senior and new medical students, using surveys, observations, and focus group discussions, during a three-day orientation at the beginning of medical education. The results indicated that senior students used a one-sided communication style with their juniors, whereas new students expressed the need for egalitarian interaction with seniors. A classic dilemma of nature versus nurture was found and discussed. To change the traditional values, robust, constructive, and systematic formative training is key.

scholarly journals Active Learning of Medical Students in Taiwan: Arealist Evaluation

2020 ◽  
Author(s):  
Chien-Da Huang ◽  
Hsu-Min Tseng ◽  
Chang-Chyi Jenq ◽  
Liang-Shiou Ou
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Professional Identity ◽  
Learning Outcomes ◽  
Cultural Context ◽  
Early Stage ◽  
Self Regulation ◽  
Evaluation Framework ◽  
Process Models ◽  
Context Of Learning

Abstract BackgroundActive learning is defined as any instructional method that engages students in the learning process. Cultural differences in learning patterns can play an important role in engagement with active learning. We aimed to examine process models of active learning to understand what works, for whom and why.MethodsForty-eight sixth- and seventh-year medical students with experience of active learning methods were purposively selected to participate in ten group interviews. Interactions around active learning were analysed using a realist evaluation framework to unpack the ‘context-mechanism-outcome’ (CMO) configurations.ResultsThree core CMO configurations including cultural, training and individual domains were identified. In the cultural context of a strong hierarchical culture, the mechanisms of fear prompted students to be silent (outcome), daring not to share their opinions. In the training context of teacher-student familiarity alongside teachers’ guidance, the mechanisms of learning motivation, self-regulation and enthusiasm are triggered, prompting positive learning outcomes and competencies (outcome). In the individual context of learning how to learn actively at an early stage within the medical learning environment, the mechanisms of internalisation, professional identity and stress, resulted in recognised active learning and advanced preparation (outcomes).ConclusionsWe identified three CMO configurations of Taiwanese medical students’ active learning. The connections between hierarchical culture, fear, teachers’ guidance, motivation, the medical environment and professional identity have been shown to affect the complex interactions of learning outcomes. Fear derived from a hierarchical culture is a concern as it is a significant and specific contextual factor, often sparking fear with negative outcomes.

Culture and the plasticity of perception

2020 ◽  
Vol 43 ◽  
Author(s):  
Michael Lifshitz ◽  
T. M. Luhrmann
Keyword(s):  
Cultural Context ◽  
Sensory Experience ◽  
Cultural Learning ◽  
The World

Abstract Culture shapes our basic sensory experience of the world. This is particularly striking in the study of religion and psychosis, where we and others have shown that cultural context determines both the structure and content of hallucination-like events. The cultural shaping of hallucinations may provide a rich case-study for linking cultural learning with emerging prediction-based models of perception.

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