value-rich exposures in medical education; synthesizing the concept

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.

scholarly journals Teacher Research: Uncovering Professional Identities and Trajectories of Teacher Researchers through Narrative Research—A Colombian Case

2017 ◽  
Vol 10 (3) ◽  
pp. 35 ◽  
Author(s):  
Diego Fernando Ubaque ◽  
Harold Castaneda-Pena
Keyword(s):  
Life Histories ◽  
Life Experiences ◽  
Real Life ◽  
Institutional Development ◽  
Professional Identities ◽  
Institutional Practices ◽  
Teaching Expertise ◽  
Non Profit ◽  
Efl Teacher ◽  
Teacher Researchers

This work explores real-life experiences around research. Thinking of the English as a foreign language (EFL) teacher as an inquirer of the academic reality, the study presents accounts of professional identity as narrated in the life histories of three EFL teachers-researchers in a private but non-profit institution in Bogota, Colombia. This study sheds light on different institutional practices that, grounded on a community of practice, reinforce research as an inquiry process and as an opportunity for professional and institutional development. Additionally, the study also addresses issues of investment when teachers engage in this practice. The work concludes by reflecting that teachers’ professional identities as researchers are composed of experiences that have an important effect on their teaching expertise. Thus, teachers tend to alter their identities based on the relationships they establish within the community and undergo changes when previous and current experiences are put together. It is suggested that teacher education should help teachers-to-be understand these dynamics.

The lived experience of AYA mothers with advanced breast cancer.

2018 ◽  
Vol 36 (34_suppl) ◽  
pp. 176-176
Author(s):  
Debra Lundquist ◽  
Donna Lynn Berry ◽  
Marie Boltz ◽  
Susan Desanto-Madeya ◽  
Pamela Grace
Keyword(s):  
Breast Cancer ◽  
Advanced Breast Cancer ◽  
Lived Experience ◽  
Life Experiences ◽  
Daily Life ◽  
Advanced Breast ◽  
Major Theme ◽  
Full Time ◽  
Structured Interviews ◽  
Hermeneutic Phenomenological

176 Background: Little is known about daily life experiences of young mothers with advanced breast cancer. Limited research suggests they face unique challenges differing from those of women at other life stages and with earlier stages of breast cancer. The larger study aimed to describe and interpret the lived experiences of young women with advanced breast cancer to contribute to our understanding of the needs of this population. Their role as mothers emerged as a significant theme. The goal of the overall study was to inform the development of person-centered interventions. Methods: Van Manen’s hermeneutic phenomenological method was employed in this longitudinal qualitative study. AYA women (25-39 years) with advanced breast cancer were purposively recruited via private Facebook groups specifically for women with breast cancer. Enrollment continued until thematic saturation was achieved. Data were collected through one or more semi-structured interviews over 6 months depending upon participant willingness, desire, or ability. Journals were provided to write additional thoughts. Data were drawn from interviews about daily life experiences. A major theme related to their identities as mothers emerged. Results: Twelve AYA women (mean age: 35.9) were included. All were married, had at least one child (10 months -14 years, median: 6.0 years), and most (n=7, 72.7%) worked full-time. Twelve participated in the first interview, 9 in a second interview, and 6 in a third interview. Three returned journals. The meaning of their experiences as mothers is captured by the theme: “ I’m Still Mom” and 7 subthemes: “ it’s so hard”, ” being a mom still”, “ what I can still do”, “there’s not enough time”, “being remembered”, “searching for resources”, and “ it’s not easy for my kids”. Conclusions: Being a mother is the first priority for these AYA women with advanced breast cancer, but they are hindered in their parenting activities by physical effects of their cancer and its treatment, uncertainty about their future, and worry for their children’s future. This study provides a base for further research on daily priorities for this population to inform future interventions to optimize quality of life consistent with their parenting priorities.

scholarly journals A New Horizon in Life: Experiences of Patients Receiving Chemotherapy

2015 ◽  
Vol 8 (4) ◽  
pp. 102 ◽  
Author(s):  
Alireza Nikbakht Nasrabadi ◽  
Ali Mohammadpour ◽  
Mohammad Fathi
Keyword(s):  
Lived Experience ◽  
Cancer Patients ◽  
Positive Attitude ◽  
Life Experiences ◽  
Qualitative Approach ◽  
Treatment Quality ◽  
Spiritual Support ◽  
Phenomenological Method ◽  
Patient’S Experience

<p><strong>INTRODUCTION: </strong>The treatment quality of diseases can affect the patient’s experience. Due to its different complications among cancer patients, the experience of chemotherapy is unique. The present study was conducted to explore the lived experience among cancer patients who had received chemotherapy.</p> <p><strong>METHODS:</strong> The study was conducted by a qualitative approach and a phenomenological method. In so doing, 12 cancer patients who had received chemotherapy were purposefully selected were interviewed using an in-depth method. After the required data were collected, they were analyzed by Tanner, Allen, Diekelmann method.</p> <p><strong>RESULTS: </strong>Analysis of the collected data indicated that the experience of chemotherapy appeared as “a new horizon in life” for the patients. Secondary themes of the new horizon in life included rebirth, understanding of life values, dependence, and need.</p> <p><strong>CONCLUSION:</strong> According to the results of the study, it was concluded that in addition to taking into providing mental-spiritual support and reducing the complications of the treatment, nurses in chemotherapy wards should pay attention to the experiences of the patients receiving chemotherapy and enhance hope and positive attitude among them.</p>

‘Healthy Viewing?’: experiencing life and death through a voyeuristic gaze

2000 ◽  
Vol 7 (1) ◽  
pp. 15-22 ◽  
Author(s):  
Kevin David Kendrick ◽  
John Costello
Keyword(s):  
Health Care ◽  
Lived Experience ◽  
Delivery Of Health Care ◽  
Life Experiences ◽  
Real Life ◽  
Health Care Settings ◽  
The Real ◽  
Life And Death ◽  
The Public ◽  
Professional Care

Recent times have witnessed a groundswell in the number of British television programmes that deal with the ‘real life’ experiences of people in various health care settings. Such programmes tend to focus upon the two interrelated strands of the experience of those who deliver professional care and those who are at the receiving end of it. The usual rationale given for such programmes is that they offer insights about the delivery of health care that are not readily accessible to members of the public. This article will look beneath the rationale and reasons offered by programme makers for the existence of such documentaries. It will explore insidious and questionable elements that go beyond revealing the ‘lived experience’ of professional carers and those for whom they care. Emerging from this is the challenging notion that such programmes deliver the opportunity to experience the vulnerability, suffering and even death of others through a voyeuristic gaze.

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

2021 ◽  
Author(s):  
Hakimeh Sabeghi ◽  
Shahram Yazdani ◽  
Seyed Abbas Foroutan ◽  
Seyed Masoud Hosseini ◽  
Leila Afshar
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Lived Experiences ◽  
Effective Means ◽  
Real Life ◽  
Medical Sciences ◽  
Human Interactions ◽  
Ethical Decisions ◽  
A Value ◽  
The Right

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.  

ДІАЛОГ ЯК МЕХАНІЗМ АКСІОГЕНЕЗУ ОСОБИСТОСТІ В ПРОЦЕСІ ВИЩОЇ ПРОФЕСІЙНОЇ ОСВІТИ

1970 ◽  
Vol 8 (1) ◽  
pp. 103-109
Author(s):  
Галина Радчук
Keyword(s):  
Real Life ◽  
Educational Environment ◽  
Educational Process ◽  
Cognitive Approach ◽  
Developmental Potential ◽  
Educational Dialogue ◽  
Cultural Orientations ◽  
Teachers And Students ◽  
Stereotyped Role ◽  
Internal Initiation

Статтю  присвячено  проблемі  теоретичного  обґрунтування  діалогу  як  механізму  аксіогенезу  особистості в освітньому процесі та виокремлення сутнісних аспектів діалогізації освітнього середовища  вищої школи. Обґрунтовано, що провідними цілями сучасної вищої освіти в контексті її гуманітаризації є  загальнокультурні орієнтири, які дозволяють замінити власне  когнітивний  підхід на смислотворчий, де і  викладач, і студент є активними суб’єктами освітнього діалогу. Показано, що освітній діалог виступає  зовнішньою   спонукою   внутрішнього   ініціювання   особистісно-професійного   становлення   майбутнього  фахівця,  становлення  його  ціннісно-смислової  сфери,  а  рівень  діалогізації  освітнього  середовища  може  слугувати  мірилом  реалізації  особистісно-розвивального  потенціалу  освіти.  На  підставі  емпіричного  дослідження   визначено,  що  у   реальному   освітньому   процесі  найбільшою   перешкодою  у   діалогізації  освітнього   середовища   є      догматичність,   формалізованість   освітнього   процесу   та   закритість,  стереотипність рольової поведінки викладачів та студентів.  The  article  is  focused  on  theoretical  argumentation  of the  dialogue  as  a  mechanism  for  personality  axiogenesis in  educational process and separation of essential dialogue aspects in higher educational environment.  The author argues that general cultural orientations are main goals of modern higher education in the context of its  humanization. This allows to replace the actual cognitive approach with sense creation one, where both teacher and  student are active subjects of educational dialogue. It is shown that educational dialogue is an external stimulus of  internal initiation of personal and professional formation in future specialists, as well as formation of their value- semantic sphere. The level of dialogue in educational environment can serve as a measure of implementation of  personality and developmental potential in education. On the basis of empirical research it is determined that  dogmatism,  formalization  of  educational  process,  and  closeness,  stereotyped  role  of  teachers’  and  students’  behavior  are  the  greatest  obstacles  for  educational  environment  becoming  more  dialogue  driven  in  real-life  educational process.

Disequilibrium and Divinity Salience as Invariant Structures in The Halal Executives’ Experience of Eudaimonia

2019 ◽  
Vol 5 (1) ◽  
pp. 109
Author(s):  
Jalilah Ahmad ◽  
Rosmimah Mohd. Roslin ◽  
Mohd Ali Bahari Abdul Kadir
Keyword(s):  
Data Analysis ◽  
Lived Experience ◽  
Status Quo ◽  
The Self ◽  
Phenomenological Method ◽  
Sustainable Practices ◽  
Muslim Population ◽  
Living Well ◽  
Hard Skills ◽  
Invariant Structures

The global Halal industry is large and continues to grow as the global Muslim population increases in size and dispersion. There are 1.84 billion Muslims today spread over 200 countries and is expected to increase to 2.2 billion by 2030. The industry will be worth USD6.4 trillion by the end of 2018 with more non-traditional players and emergent markets. The stakes are high with pressures to generate novel and sustainable practices. This goes beyond systems and hard skills as it needs to cut into the self – the person of virtues in virtuous acts, not because they “have to” but because it is the purpose of humankind or his telos - to be “living well” and “acting well” or eudaimonia. This study seek to explore Halal executives’ lived experience of “eudaimonia.”. Using Giorgi’s descriptive psychological phenomenological method for data analysis, the study elicits two distinct invariant structures – ‘disequilibrium in status quo’ and ‘divinity salience’.

EDUCATION OF TOLERANCE IN SCHOOLCHILDREN IN THE CONTEXT OF A POLYCULTURAL SOCIETY

2020 ◽  
pp. 32-43
Author(s):  
Svitlana Dovbenko
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
Multicultural Society ◽  
A Value

Polycultural education is considered as a process of creating conditions forschoolchildren to develop a worldview setting for constructive cooperation by engaging in ethnic, native and world cultures, developing planetary consciousness on this basis, forming readiness and ability to live in a multinational society. The process of education of tolerance in schoolchildren a multicultural educational environment is considered in three aspects: acquiring a particular philosophy of tolerance as a value; culture of tolerant consciousness; attitude to the appropriate reality that is embodied in real behaviour. The conditions for the efficiency of education of tolerance in schoolchildren in the context of a multicultural society are: multicultural content of the educational process; organization of a tolerant environment that ensures tolerant interaction between the subjects of the educational process; the use of interactive, personalityoriented, reflexive and dialogic technologies, which are aimed to develop the tolerant qualities of schoolchildren; developed tolerant qualities of the teacher’s personality and his/her competence in the issue of education of tolerance.

Physicianship and the Rebirth of Medical Education

2018 ◽  
Author(s):  
J. Donald Boudreau ◽  
Eric Cassell ◽  
Abraham Fuks
Keyword(s):  
Medical Education ◽  
Educational Process ◽  
Medical Attention ◽  
Patient Centeredness ◽  
Goals Of Medicine ◽  
The Subject ◽  
Definition Of ◽  
And Function ◽  
William Osler ◽  
The Relationship

This book reimagines medical education and reconstructs its design. It originates from a reappraisal of the goals of medicine and the nature of the relationship between doctor and patient. The educational blueprint outlined is called the “Physicianship Curriculum” and rests on two linchpins. First is a new definition of sickness: Patients know themselves to be ill when they cannot pursue their purposes and goals in life because of impairments in functioning. This perspective represents a bulwark against medical attention shifting from patients to diseases. The curriculum teaches about patients as functional persons, from their anatomy to their social selves, starting in the first days of the educational program and continuing throughout. Their teaching also rests on the rock-solid grounding of medicine in the sciences and scientific understandings of disease and function. The illness definition and knowledge base together create a foundation for authentic patient-centeredness. Second, the training of physicians depends on and culminates in development of a unique professional identity. This is grounded in the historical evolution of the profession, reaching back to Hippocrates. It leads to reformulation of the educational process as clinical apprenticeships and moral mentorships. “Rebirth” in the title suggests that critical ingredients of medical education have previously been articulated. The book argues that the apprenticeship model, as experienced, enriched, taught, and exemplified by William Osler, constitutes a time-honored foundation. Osler’s “natural method of teaching the subject of medicine” is a precursor to the Physicianship Curriculum.

scholarly journals Changes in Overall Participation Profile of Youth with Physical Disabilities Following the PREP Intervention

2020 ◽  
Vol 17 (11) ◽  
pp. 3990
Author(s):  
Colin Hoehne ◽  
Brittany Baranski ◽  
Louiza Benmohammed ◽  
Liam Bienstock ◽  
Nathan Menezes ◽  
...  
Keyword(s):  
Life Experiences ◽  
Physical Disabilities ◽  
Real Life ◽  
Children And Youth ◽  
Effect Sizes ◽  
Special School ◽  
Access To Information ◽  
Environmental Barriers ◽  
Potential Impact ◽  
School Roles

The Pathways and Resources for Engagement and Participation (PREP), an environmental-based intervention, is effective in improving the participation of youth with disabilities in specific targeted activities; however, its potential impact on overall participation beyond these activities is unknown. This study examined the differences in participation levels and environmental barriers and supports following the 12-week PREP intervention. Existing data on participation patterns and environmental barriers and supports, measured by the Participation and Environment Measure for Children and Youth, pre-and post-PREP intervention, were statistically analyzed across 20 youth aged 12 to 18 (mean = 14.4, standard deviation (SD) = 1.82) with physical disabilities in three settings: home, school and community. Effect sizes were calculated using Cohen’s d. Following PREP, youth participated significantly less often at home (d = 2.21; 95% Confidence Interval (CI) [1.79, 2.96]), more often (d = 0.57; 95% CI [−0.79, −0.14]) and in more diverse activities (d = 0.51; 95% CI [−1.99, −0.51]) in the community. At school, significantly greater participation was observed in special school roles (t = −2.46. p = 0.024). Involvement and desire for change remained relatively stable across all settings. A substantial increase in community environmental supports was observed (d = 0.67), with significantly more parents reporting availability of, and access to information as a support (χ2 = 4.28, p = 0.038). Findings lend further support to the effectiveness of environmental-based interventions, involving real-life experiences.

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