Value-rich exposures in medical education: phenomenology of practice according to the lived experiences of medical students in Iran

Values predispose people to make the right and especially ethical decisions, and are important for good performance in medical sciences. Students’ lived experiences and the value-rich exposures during their education are some effective means of achieving professional values that help them build their own value frameworks. In this phenomenology of practice study, we aimed to explore and describe the lived experiences of a sample of medical students in Shahid Beheshti University of Medical Sciences regarding their value-rich exposures. In-depth interviews, students’ written stories, recorded video interviews related to past trips and photographs were used to collect data. The data was analyzed based on Van Manen’s thematic analysis method. Five themes emerged from the data: “in the shadow of a supportive mentor”, “a well-orchestrated, value-rich program”, “human interactions in a value system”, “acquiring values in a real-life environment”, “and seeking values in oneself”. Our study identified different dimensions of value-rich exposure based on the lived experiences of medical students and pointed out some issues that medical education planners can consider to improve the quality of value-based education for medical students.

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E-portfolio, a useful tool for reflection and feedback (Preprint)

10.2196/preprints.15306 ◽

2019 ◽

Author(s):

Rita Rezaee ◽

Nahid Zarifsanaiey

Keyword(s):

Medical Education ◽

Academic Performance ◽

Learning Process ◽

Learning Experience ◽

Effective Means ◽

Educational Programs ◽

Electronic Portfolio ◽

Medical Sciences ◽

Educational Settings ◽

Self Reflection

UNSTRUCTURED Utilizing an electronic portfolio (e-portfolio) is an effective means of enhancing the learning experience in educational settings. In the present study an e-portfolio framework was designed for medical education at Shiraz University of Medical Sciences. The objective was to assess learning progress in a medical course that provides instructor feedback via e-portfolio and promotes self-reflection among the students. The results indicate that using e-portfolio stimulates self-reflection in students and increases their active participation in the learning process. Integrating e-portfolios in educational programs can remarkably improve the academic performance in the fields of medicine and healthcare.

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Az orvosi antropológia című tantárgy helye és szerepe az orvosképzésben. Az úgynevezett szegedi modell

Orvosi Hetilap ◽

10.1556/650.2019.31524 ◽

2019 ◽

Vol 160 (39) ◽

pp. 1527-1532

Author(s):

Bettina Pikó ◽

Erzsébet Kapocsi ◽

Gergely Tari ◽

Hedvig Kiss ◽

Katalin Barabás

Keyword(s):

Medical Education ◽

Medical Students ◽

Medical Anthropology ◽

Human Beings ◽

Medical Sciences ◽

Major Goal ◽

Cultural Backgrounds ◽

Biological Reality ◽

The Subject ◽

Globalized World

Abstract: It is a necessary part of modern medical education that medical students should learn about the binary nature of human beings – biological and cultural – since both have an impact on our behavior. The subject of medical anthropology helps with understanding the mechanisms and lay concepts behind patients’ decisions which is particularly important in our globalized world. The major goal of this course is to help medical students with acquiring cultural competence through theoretical bases and empirical examples that may help them later in their work when they meet patients with different cultural backgrounds. In the present study, we introduce the course of Medical Anthropology as it happens at the Faculty of Medicine, University of Szeged: the so-called Szeged model – its aims, syllabus, strengths, opportunities and possible difficulties. During the development of the subject, we greatly focused on its links to other subjects of behavioral and medical sciences and on its practice-oriented nature. Thus, the course partly contains of lectures and seminars which display cultural variability in relation to biological reality through practical examples. As a result, the topics of medical anthropology prepare the students to use the knowledge as well as skills and attitudes in clinical practice. Orv Hetil. 2019; 160(39): 1527–1532.

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value-rich exposures in medical education; synthesizing the concept

10.21203/rs.3.rs-929525/v1 ◽

2021 ◽

Author(s):

Leila Afshar ◽

Shahram Yazdani ◽

Seyed Abbas Foroutan ◽

hakimeh sabeghi

Keyword(s):

Medical Education ◽

Lived Experience ◽

Life Experiences ◽

Synthesis Method ◽

Real Life ◽

Educational Process ◽

Phenomenological Method ◽

Professional Identities ◽

Hermeneutic Phenomenological ◽

A Value

Abstract Background: Proper transfer of professional values is an essential part of medical education. Real-life experiences in the educational process are one of the most effective methods for achieving values and assisting the student in developing his/her value framework. This study aimed to develop and characterize the concept of value-rich exposures in medical education to bring this concept closer to the practice.Methods: We used Walker and Avant concept synthesis method. In order to perform the synthesis, a combination of hermeneutic phenomenological method and literature review was used.Results: We defined the concept of value-rich exposure in medical education under five themes while implementing the steps of Walker and Avant's concept synthesis: probing self-inner values, value-rich program, value mentor, value-rich interactions, and value-rich environment. The elements and relationships of the themes were depicted in the form of a conceptual matrix.Conclusions:A value-rich exposure is a type of lived experience that occurs during a student’s professional life, a necessity that, with proper planning, can play an important role in shaping medical students' professional identities.

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Conversational Learning in Medical Education

International Journal of User-Driven Healthcare ◽

10.4018/ijudh.2012040103 ◽

2012 ◽

Vol 2 (2) ◽

pp. 12-23 ◽

Cited By ~ 1

Author(s):

Tamoghna Biswas ◽

Amy Price ◽

Shivika Chandra ◽

Adrija Datta ◽

Rakesh Biswas

Keyword(s):

Medical Education ◽

Medical Students ◽

Health Care Providers ◽

Real Life ◽

Care Providers ◽

Problem Solving Skills ◽

Diagnostic Uncertainty ◽

Conversational Learning ◽

Neurological Problem ◽

Persistent Headache

Traumatic Brain Injury (TBI) survivors frequently experience headaches, often labeled as a psycho-social aftermath of poor adjustment to the reality of decreased brain function, but they may be the result of actual physical sequelae of the TBI. This article illustrates an active experiential learning exercise set in a in a user-driven learning environment using a web interface. Using a conversational learning approach, the discussion was centered around a neurological problem on the topic of chronic persistent headache, which generates a considerable amount of diagnostic uncertainty and interventional dilemma among physicians. The physician members of an online forum shared their viewpoints and insights regarding the topic. By utilizing a blend of experiential and empirical evidence, they collaboratively reached a solution. User-driven learning can serve as a potential learning tool in continuing medical education and also as a valuable educational resource to medical students, helping them develop empathy and real-life problem solving skills. Also, when such conversations involve multiple stakeholders (patients and their relatives, physicians and other health-care providers, medical students, etc.) it can foster a collaborative interface which is the essence of user-driven healthcare.

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Using Visual Vignettes: My Learning to Date

The Qualitative Report ◽

10.46743/2160-3715/2015.2115 ◽

2015 ◽

Author(s):

Tricia Morrison

Keyword(s):

Cancer Survivors ◽

Lived Experiences ◽

Healthcare Professionals ◽

Effective Means ◽

Real Life ◽

Stakeholder Group ◽

Individual Interviews ◽

Case Vignettes ◽

Delivery Mechanism ◽

Work Integration

Cancer survivors report a gap in work integration advice from healthcare professionals. This occurs despite physicians routinely providing comment upon survivors’ work abilities to insurers and employers. In order to understand the phenomena of survivors’ work integration from physicians’ perspectives, a vignette methodology was used. Vignettes were chosen as a means to explore physicians’ perspectives in a non-confrontational and sensitive manner. Vignettes, composed of photographs and narratives reflective of survivors’ lived experiences of work integration were presented to 10 physicians during individual interviews. In this manuscript, I outline my experience using vignettes, the learning I have achieved, and the modifications I intend to make before again similarly using vignettes with another stakeholder group. In this study, receptive participants expressed enjoyment of the real-life nature of the vignettes through which significant insights into the phenomena were successfully gleaned. In this case, vignettes were an effective means to sensitively explore physicians’ perspectives of cancer survivors’ work integration. Yet, considerations that I will undertake prior to the next stakeholder inquiry include incorporating findings from the physicians and modifying the presentation of survivors’ findings to be more applicable to that next stakeholder, reconsidering the number of vignettes used as well as the terminology and delivery mechanism, and refinement of questioning format.

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ATTITUDE OF MEDICAL STUDENTS ABOUT THEIR ROLE IN THE COVID-19 PANDEMIC

International Journal of Advanced Research ◽

10.21474/ijar01/13503 ◽

2021 ◽

Vol 9 (09) ◽

pp. 916-919

Author(s):

Ashfaq Ul Hassan ◽

◽

Yasser Abdullah ◽

Sajad Hamid ◽

Sayed Mursaleen Tazeem Bukhari ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Electronic Devices ◽

Psychological Effects ◽

Advanced Technology ◽

Medical Sciences ◽

Financial Problems

Introduction: Pandemic leads to all sorts of psychological and financial problems. One substantial group significantly affected includes medical students. The need of the hour is to deliver safety and least exposure of students to the COVID 19 positive individuals. Methods: A questionnaire was prepared in paper based form and distributed to hundred (100) students in the department of Anatomy Sheri kashmir Institute of Medical Sciences Bemina Srinagar. Discussion: The questionnaire depicted the experience of medical students with tele-education, including questions related to ability to use electronic devices, nature and speed of internet employed, type of electronic devices the students own, experience of advanced technology in medical education. Conclusion: The COVID-19 pandemic depicted negative psychological effects on medical students. In this study, we observed that most medical students had access to electronic devices and were able to use them.

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Attitude and Use of E-Learning, education by medical students in Shiraz, Iran

Internal Medicine And Medical Investigation Journal ◽

10.24200/imminv.v3i3.83 ◽

2018 ◽

Vol 3 (3) ◽

pp. 108

Author(s):

Ahmad Ghanizadeh ◽

Sharif Mosallaei ◽

Maryam Sharifian Dorche ◽

Ali Sahraian ◽

Parisa Yazdanshenas

Keyword(s):

Medical Education ◽

Medical Students ◽

Medical Sciences ◽

Convenience Sample ◽

Medical Education And Training ◽

E Learning ◽

Technological Limitations ◽

Use Of Internet ◽

Structured Questionnaire

Introduction: This study aimed to explore the use of e-learning in medical education in Shiraz, Iran.Materials and Methods: A convenience sample of 300 medical students of Shiraz University of Medical Sciences was interviewed using a structured questionnaire. The questionnaire contained a series of questions on the demographic characteristics, accessibility to computer and internet, use of internet for medical education and training, familiarity with e-learning, and the reasons for use of computer.Results: A total of 270 participants completed their questionnaires, 30.7% students reported familiarity with e-learning, 21.3% found e-learning beneficial, 57.6% used internet for education, 43.4% considered e-learning useful for medical education, and 57.9% students thought e-learning must be more prevalent in medical education. Most of the students (78.5%) used their personal computer for e-learning, only 6.3% did not use the computer for education.Conclusion: Considering the increasing role of computer and internet in daily life, the current results indicate that the attitude of the participants towards e-learning was positive. However, medical students have to be made aware of the advantages of e-learning. Technological limitations were less compared to reports from the other developing countries.

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Dissecting the Student Experience at Australian Medical Schools, 1884–1912

Social History of Medicine ◽

10.1093/shm/hkaa012 ◽

2020 ◽

Author(s):

Eugenia Pacitti

Keyword(s):

Medical Education ◽

Medical Students ◽

Medical School ◽

Lived Experiences ◽

Medical Profession ◽

Student Experience ◽

Medical Schools ◽

Left Behind ◽

Lecture Notes ◽

History Of

Abstract Historians of medicine have observed that the student experience of medical school is difficult to capture. While students sometimes left behind notebooks containing lecture notes and diagrams, there is often little evidence that illuminates their lived experiences and responses to their education. This article analyses written submissions to the publication of the Melbourne Medical Students’ Society, Speculum, between 1884 and 1912, to argue that students at the Melbourne Medical School in this era actively participated in discussions about the curriculum on offer, were highly aware of the moral and ethical consequences of their actions in the dissecting room and took great interest in the advancements and debates of the medical profession. It reclaims the student experience of medical school, which has often been hidden in favour of history written from the perspective of those in positions of power, to offer fresh insights into the history of medical education.

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P073: The GridlockED board game: using serious games for medical education

CJEM ◽

10.1017/cem.2018.271 ◽

2018 ◽

Vol 20 (S1) ◽

pp. S82-S83

Author(s):

S. Y. Huang ◽

P. Sneath ◽

D. Tsoy ◽

J. Rempel ◽

M. Mercuri ◽

...

Keyword(s):

Emergency Medicine ◽

Medical Education ◽

Medical Students ◽

Serious Games ◽

Patient Flow ◽

Demographic Data ◽

Real Life ◽

Teaching Tool ◽

Board Game ◽

Emergency Physicians

Introduction: The management of patient flow in the emergency department (ED) is crucial for the practice of emergency medicine (EM). However, this skill is difficult to teach didactically and is learned implicitly in the latter half of residency training. To help expedite the learning process, we developed the GridlockED board game as an educational tool to simulate ED patient flow. By having junior medical trainees play this game, we believe that they will develop a greater understanding of patient flow and resource management in the ED. Additionally, since GridlockED is a cooperative game, players may also benefit by improving their communication and teamwork skills. Methods: GridlockED was developed over twenty months of iterative gameplay and review. Feedback from attending emergency physicians, residents, and medical students was integrated into the game through a Plan-Do-Study-Act (PDSA) model. Emergency medicine nurses, physicians and residents at McMaster University were recruited to play GridlockED. Each player completed a pre-survey to collect demographic data and to assess their prior experience with playing board games. All play sessions were recorded for data collection purposes. Following each game session, a member of the research team conducted an exit interview with the players to gather information about their play experience and the educational value of the game. A post-survey was also sent to each participant for further feedback. Results: Eighteen gameplay sessions were conducted from June to August 2017. A total of thirty-two participants played the game (13 emergency physicians, 15 residents, and four nurses). Overall responses to the post-gameplay survey showed that players endorsed GridlockED as a useful potential teaching tool (75%, n=24/32) and the majority felt that it had the potential to improve patient flow in the ED (56%, n=18/32). Most participants found that the game was easy to play (91%, n=27/29), and that the instructions were clear (87.5%, n=28/32). Respondents also felt that the game reflected real life scenarios (56%, n=18) and that cases reflected the types of patients that they saw in the ED (78%, n=25). Conclusion: Our results have shown an overall positive response to GridlockED, with most participants supporting it as both an engaging board game and potential teaching tool. We believe that future studies with larger sample sizes and medical students will further validate the use of serious games in medical education.

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Cultivation of humanistic values in medical education through anatomy pedagogy and gratitude ceremony for body donors

BMC Medical Education ◽

10.1186/s12909-020-02292-1 ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Kaihua Guo ◽

Tao Luo ◽

Li-Hua Zhou ◽

Dazheng Xu ◽

Guangming Zhong ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Lived Experiences ◽

Significant Others ◽

The Body ◽

Human Anatomy ◽

Medical Graduate ◽

Patient Relationship ◽

Doctor Patient Relationship ◽

The Impact

Abstract Background One of the most important objectives of modern medical education is to empower medical students to become humanistic clinicians. Human anatomy plays a crucial role in this mission by using cadavers to cause reflections on death, dying, illness, and the role of medical practitioners in humanistic care. The objective of this study was to introduce, describe, and evaluate the impact of a ceremony in honor of the body donors on ethical and humanistic attitudes of medical students. Methods We used a phenomenological research approach to explore and understand the lived experiences of the anatomy teachers as they teach anatomy in the context of humanism and ethics. A separate survey of third-year medical students was carried out to understand their perceptions of changes in themselves, respect for donors and donor families, and their relationship with patients. Data were collected in two phases: a desktop review of teaching materials followed by in-depth interviews of the main anatomy teachers followed by a self-administered, 5-item Likert scaled questionnaire given to students. Results In the present article, we describe the rituals conducted in honor of body donors at our School of Medicine. We also describe the lived experiences of anatomy teachers as they work on improving humanistic education quality through the introduction of the concept of “silent mentor” which refers to a cadaver that quietly allows medical students to learn from it. In turn, a ceremony in honor of body donors who have altruistically donated their bodies so that learning anatomy through dissection would be possible is also introduced. A survey of the impact of the ceremony in honor of body donors on medical students revealed positive responses in terms of promoting studying anatomy (3.96 Vs 3.95) as well as reflections on own death (4.44 Vs 4.35), the life of body donors (4.07 Vs 4.04), and how to humanely view future patients and their significant others (4.32 Vs 4.24) relative to those that did not attend the ceremony (5-item Likert scale). The majority of the students that attended the ceremony also indicated that it had a positive impact on their future doctor-patient relationship, thinking about the possibility of donating their body for teaching as well as about medical ethics. Most of them also think that attending the ceremony helped reduce their anxiety, fear, and disgust of seeing corpses or dissecting and 90% insisted that memorial ceremonies should continue being conducted at Zhongshan Medical School. Conclusion The combination of the anatomy component of the basic medical curriculum and gratitude ceremonies as well as activities to promote body bequeathal programs might help to accomplish the goal of cultivating high-quality medical students and professionals for the future. The long-term benefits would be a medical graduate who exudes empathy, relates well with patients and their significant others, leading to a productive doctor-patient relationship.

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