scholarly journals Impacts of a gross anatomy laboratory course on medical students’ emotional reactions in Taiwan: the role of high-level emotions

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ruei-Jen Chiou ◽  
Po-Fang Tsai ◽  
Der-Yan Han
Keyword(s):  
Medical Students ◽  
Repeated Measures ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Gross Anatomy ◽  
Emotional Reactions ◽  
Laboratory Course ◽  
Anatomy Laboratory ◽  
Broaden And Build Theory ◽  
High Level

Abstract Background Gross anatomy laboratory course at medical school is usually an important learning subject for medical students; however, seeing a cadaver often makes them feel uncomfortable. According to the broaden-and-build theory, positive emotions broaden our inventory of thoughts and actions, and build physical, mental, and social resources. Research on positive psychology found that through direct thanks and positive reframing, people who feel gratitude show fewer depressive symptoms. The present study tried to reduce students’ negative emotions towards cadavers by sequential activities, such as family interviews and an initiation ceremony, which induced gratitude and other positive emotions. Methods The Emotional Reactions Towards Cadavers Scale (ERTCS) was used to evaluate medical students’ emotional reactions after they see a cadaver. Third year medical students (n = 105) at Taipei Medical University in northern Taiwan completed ERTCS on three occasions within a single semester during academic year 2016. Repeated-measures ANOVA and hierarchical regression analyses were then conducted to identify any changes in the emotional reactions of these students. Results The ERTCS showed satisfactory internal consistency and a three-factor structure, i.e., negative emotions, high-level emotions, and excited emotions. High-level emotions were the highest, and negative emotions were the lowest among the three in our sample. Three-wave data showed that participants’ high-level emotions increased, negative emotions decreased, and the former simultaneously predicted the latter after controlling for the influence of gender, religious beliefs, experience of the death of a family member or friend, and burnout level. Conclusions While past research usually focused on coping strategies to reduce medical students’ negative emotions, our study supported the broaden-and-build theory, which emphasizes positive emotions, and demonstrated that elevating medical students’ gratitude to ‘silent mentors’ is an effective way. It is suggested that combining dissection courses with medical humanities can help students successfully handle negative emotions during a gross anatomy laboratory course.

scholarly journals The Impact of A Gross Anatomy Course on Medical Students’ Emotional Reactions in Taiwan: The Role of High-Level Emotions

2021 ◽  
Author(s):  
Ruei-Jen Chiou ◽  
Po-Fang Tsai ◽  
Der-Yan Han
Keyword(s):  
Medical Students ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Gross Anatomy ◽  
Emotional Reaction ◽  
Emotional Reactions ◽  
Hierarchical Regression ◽  
Gross Anatomy Course ◽  
High Level ◽  
The Impact

Abstract Background A gross anatomy is an important course for medical students; however, seeing a cadaver often makes them feel uncomfortable. According to the broaden-and-build theory, the present study tried to reduce students’ negative emotions by sequential activities, such as interviews and ceremony, which induced gratitude and other positive emotions. Methods One hundred and five medical students in their third year filled Emotional Reactions Towards Cadavers Scale for three times in one semester, and paired-sample t-tests and hierarchical regression analyses were conducted to examine the changes of emotional reaction. Results Three-wave data showed that participants’ high-level emotions increased, negative emotions decreased, and the former simultaneously predicted the latter. Conclusions Combining dissection course with medical humanities helped students to successfully handle negative emotions during gross anatomy course.

Don’t Know How I Feel About That

2020 ◽  
pp. 88-110
Author(s):  
Brian F. Harrison
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Emotional Reactions ◽  
Significant Aspect ◽  
Know How ◽  
Core Concepts ◽  
Moral Elevation

Chapter 5 investigates the importance of emotion and how it can be harnessed for good. We are not purely rational thinkers when it comes to politics, particularly as partisanship has become a more significant aspect of core concepts and identities. Chapter 5 focuses on how we often feel about politics and their emotional reactions to conversations. Common negative emotions— fear, anxiety, anger, and disgust—can be difficult to navigate but chapter 5 provides suggestions on how to approach emotionally charged situations to diffuse or to neutralize the negative emotions that can surround political discussions. The chapter also identifies positive emotions like hope and enthusiasm and strategies like moral elevation that can help to break through emotional barriers and to reframe discussions in ways that are more productive and respectful.

scholarly journals Does daily distress make parents prone to using psychologically controlling parenting?

2016 ◽  
Vol 41 (3) ◽  
pp. 405-414 ◽  
Author(s):  
Kaisa Aunola ◽  
Jaana Viljaranta ◽  
Asko Tolvanen
Keyword(s):  
Positive Emotions ◽  
Psychological Control ◽  
Daily Variation ◽  
Negative Emotions ◽  
Multilevel Modelling ◽  
First Grade ◽  
Mothers And Fathers ◽  
Controlling Parenting ◽  
High Level ◽  
Psychologically Controlling Parenting

The aim of the present study was to investigate whether parental daily distress in terms of negative emotions is associated with the daily variation in parental use of psychological control with their children. Whether parental positive emotions play a role in the use of psychological control was also investigated. The participants were 149 Finnish families with a child between the ages of 6 and 7 years. Parents’ negative and positive emotions, children’s misconduct, and parental use of psychological control when interacting with their children were measured daily using diary questionnaires filled in by the mothers and fathers over 7 successive days in the fall term of the children’s first grade and, for replication purposes, again in the spring term. The results of multilevel modelling showed that, after controlling for the level of children’s misconduct on a particular day, mothers’ and fathers’ negative daily emotions were related to a high level of psychological control in parenting. This relation was evident particularly when combined with parental perception of a high level of child misconduct. Positive emotions, in turn, were not found to be related to the daily variation in the use of psychological control. The results showed further that, at the level of individuals, mothers’ and fathers’ high overall level of negative emotions across the week was related to a high overall level of psychologically controlling parenting.

How the Integration of Pathology in the Gross Anatomy Laboratory Affects Medical Students

2016 ◽  
Vol 29 (1) ◽  
pp. 101-108 ◽  
Author(s):  
Guenevere Rae ◽  
John R. Cork ◽  
Aryn C. Karpinski ◽  
Robin McGoey ◽  
William Swartz
Keyword(s):  
Medical Students ◽  
Gross Anatomy ◽  
Anatomy Laboratory

scholarly journals ‘A roller coaster of emotions’: a phenomenological study on medical students lived experiences of emotions in complex simulation

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Claudia C. Behrens ◽  
Erik W. Driessen ◽  
Diana H. Dolmans ◽  
Gerard J. Gormley
Keyword(s):  
Medical Students ◽  
Positive Emotions ◽  
Phenomenological Study ◽  
Positive Impact ◽  
Negative Emotions ◽  
Emotional Climate ◽  
Video Footage ◽  
Complex Simulation ◽  
Template Analysis ◽  
The Moment

Abstract Background Simulation-based education can induce intense learner emotions. The interplay between emotions and learning is less well understood. Gaining greater insights into learner emotions has potential to guide how best we manage emotions and optimise learning. This study aimed to understand learners’ lived emotional experiences in complex simulation and the perceived impact on learning. Methods Eight final-year medical students participated in the study. Wearing video-glasses, participants took part in a ward-based simulation. Video-footage was used to elicitate exploratory interviews and analysed using Template Analysis reflexively. Results Analysis yielded four main themes: ‘nervous anticipation’: encapsulating the fear, anxiety and uncertainty experienced by learners prior to simulation; ‘shock and awe’: feelings of anxiousness and being overwhelmed at the start of a simulation; ‘in the moment: flowing or buffeting with the emotions’: experiencing fear of being judged as incompetent, but also experiencing positive emotions such as satisfaction; ‘safe-landing?’: whilst debriefing aimed to encourage more positive emotions, negative emotions about the simulation could persist even with debriefing. Conclusions Complex simulation can evoke intense emotions in students. If students experienced a positive progression, they reported positive emotions and felt competent which was perceived to have a positive impact on learning. If students experienced failure, they reported strong negative emotions which made them question about their future performance and was perceived as negative for learning. Bringing to the surface these complex emotional dynamics, could permit educators to be aware of and adapt the emotional climate within simulation in order to optimise learning.

scholarly journals Psychological Burden and Experiences Following Exposure to COVID-19: A Qualitative and Quantitative Study of Chinese Medical Student Volunteers

2021 ◽  
Vol 18 (8) ◽  
pp. 4089
Author(s):  
Kaiting Zhang ◽  
Yixiang Peng ◽  
Xiaowei Zhang ◽  
Liping Li
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Structured Interviews ◽  
Psychological Burden ◽  
Medical Assistants ◽  
Public Health Emergencies ◽  
The Face ◽  
Student Volunteers

Background: During the COVID-19 pandemic, some medical students devoted themselves to volunteer activities, but it was the first time that they had been exposed to such an infectious disease and they might have experienced fear in the face of the epidemic. We aimed to conduct a timely assessment of the psychological burden and experience on medical student volunteers during the COVID-19 pandemic. Methods: We used the 21-item Depression Anxiety Stress Scales to survey the psychology burden of students in April 2020. Semi-structured interviews were conducted with nine medical students who signed up for volunteer activities in Chinese from February to April 2020. Quantitative and qualitative methods were used to analyze the data. Results: The detection of depression, anxiety and stress of medical student volunteers were 26.8%, 20.2% and 11.1%, respectively. The volunteer’s negative emotions were more pronounced before work and diminished gradually. Most participants expressed no concern about being infected themselves, but worry about family infection. Participant’s motivations for volunteering were primarily their duties as medical students and encouragement from their families/teachers. The vast majority of medical students said they would be willing to work as medical assistants again and this experience would not affect their career choice. Conclusions: Chinese medical student volunteers tended to show negative emotions at the beginning of their work, and then gradually declined, while positive emotions emerged. Most medical students were willing to volunteer as medical assistants when their country needed them due to their sense of responsibility as medical students. This study on the psychological and experiential aspects were derived from Chinese medical student volunteers and might have a significant impact on future public health emergencies in similar settings.

Personality Differences in Emotions

2009 ◽  
Vol 30 (2) ◽  
pp. 100-106 ◽  
Author(s):  
Weiting Ng ◽  
Ed Diener
Keyword(s):  
Emotion Regulation ◽  
Positive Emotion ◽  
Positive Emotions ◽  
Negative Emotion ◽  
Negative Emotions ◽  
Emotional Reactions ◽  
Personality Differences ◽  
Laboratory Situation

In Study 1, individuals high in neuroticism (high N) felt more negative and experienced less decrease of their negative emotions than individuals low in Neuroticism (low N) when extremely unpleasant hypothetical scenarios improved. Study 2 also found that high N individuals felt more negative than low N in a slightly unpleasant laboratory situation, and that individuals high in Extraversion (high E) felt more positive than individuals low in Extraversion (low E) in a slightly pleasant laboratory situation. The present studies also confirmed that high N individuals were less likely to repair negative emotions than low N, and high E individuals were more likely to savor positive emotions than low E. These attempts at negative and positive emotion regulation predicted negative and positive emotional reactions, respectively, and accounted for the trait differences in emotions. Hence, there is evidence that differences in negative emotion regulation mediated the relation between Neuroticism and negative emotions, and differences in positive emotion regulation mediated the relation between Extraversion and positive emotions.

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