Problems and Prospects of the Social Sciences in Medical Education

1960 ◽  
Vol 1 (1) ◽  
pp. 29 ◽  
Author(s):  
E. Gartly Jaco
Keyword(s):  
Social Sciences ◽  
Medical Education ◽  
The Social

scholarly journals Reflecting with Compassion on Student Feedback

2018 ◽  
Vol 6 (3) ◽  
pp. 30-41
Author(s):  
Wendy Anne Lowe
Keyword(s):  
Social Sciences ◽  
Medical Education ◽  
Critical Pedagogy ◽  
Reflective Practice ◽  
Health Professionals ◽  
Medical Humanities ◽  
Student Feedback ◽  
Teacher Student ◽  
The Social ◽  
Biomedical Field

This reflective piece of writing explores the experience of gaining medical student feedback that is negative in the context of teaching social sciences in a medical school. There are a number of different ways in which an educator can explore negative feedback and respond. Some ways may be less helpful than others even though they reflect prevailing dominant thinking within higher education and how students are perceived. Compassionate pedagogy provides an avenue for allowance of challenging feedback and situations, as well as an unpacking of assumptions made about teaching and medical students, in a way that is respectful of the teacher, student and ultimately the patient. Since the way students are treated can be seen as an exemplar for how they will then go on to view and treat the patient, the compassion gap within universities (that train health professionals to then work with patients) is astonishing as noted by Waddington (2016). Drawing on theory from the social sciences as well as medical humanities, this paper uses reflective practice (Foley, 2002), critical pedagogy (Freire, 2000) as well as intelligent kindness (Ballett & Campling, 2011) to analyse a student feedback experience within medical education and asks the question of how can compassion be integrated in a biomedical field where the emphasis is on science, with all the implications that has for the learner? This question centres on the relative valuing of objective facts over subjectivity of experience. Using compassionate pedagogy, some suggestions or, food for thought, are made on how to re-interpret negative student feedback that negotiates the tricky area between social science and medicine, whilst not negating either.

SMOKING AND ITS RELATIONSHIP WITH MEDICAL EDUCATION

2015 ◽  
Vol Ano 5 ◽  
pp. 6-15
Author(s):  
SANDRA MÁRCIA CARVALHO DE OLIVEIRA ◽  
WAGNER DA SILVA LEITE
Keyword(s):  
Social Sciences ◽  
Medical Education ◽  
Global Health ◽  
Health Professions ◽  
Student Survey ◽  
The Social ◽  
De Medicina

Objetivos: Avaliar a prevalência do uso de tabaco, a exposição ao fumo passivo e a motivação para a cessação do tabagismo entre estudantes de medicina da Universidade Federal do Acre (UFAC). Métodos: Neste estudo transversal, observacional, descritivo e analítico, foi aplicado um questionário baseado no Global Health Professions Student Survey, assim como o teste de Fagerström. A análise estatística foi feita utilizando-se o Statistical Package for the Social Sciences (SPSS) versão 20, o teste do qui-quadrado de Pearson, o teste exato de Fisher e análise de variância (ANOVA). Resultados: Dos 186 alunos entrevistados, 156 (83,9%) nunca fumaram, 171 são não fumantes e 15 (8,1%) se declararam fumantes (com uma média de 6,06 cigarros/ dia). O teste de Fagerström revelou dependência baixa. A prevalência de exposição ao fumo passivo foi de 28,0%. A maior parte (59,7%) dos entrevistados era do sexo masculino. A idade média foi 24,24 anos (desvio padrão = 3,80 anos), sendo que a maioria (87,1%) possuía entre 20 e 30 anos de idade. A média da idade da primeira tentativa de fumar foi de 16,72 anos. Em 7,0% (n = 13), o uso de outros produtos do tabaco fumado esteve presente. Mais da metade (53,3%) dos fumadores tentaram deixar de fumar. Destes, 13,3% consideram não necessitar de ajuda profissional para abandonar o tabaco. Conclusão: A maioria (99,5%) dos entrevistados reconheceu o tabagismo como doença, e 90% consideraram importante o seu papel de exemplo de não fumador para seus pacientes e a sociedade.

Teaching the Social Sciences in Residency

2018 ◽  
Author(s):  
Zac Feilchenfeld ◽  
Ayelet Kuper ◽  
Farah Friesen ◽  
Amanda Chen ◽  
Cynthia Whitehead
Keyword(s):  
Social Sciences ◽  
Medical Education ◽  
Social Science ◽  
Science Knowledge ◽  
Social Science Knowledge ◽  
Graduate Medical ◽  
Competency Frameworks ◽  
The Social ◽  
Research Findings ◽  
Health Model

Social sciences are only rarely integrated into graduate medical curricula, though there have been several calls for increasing social sciences in medical education. The usual approaches to teaching the social sciences in graduate medical education in the current literature include basing curricula on the Behavioral and Social Sciences model or the Social Determinants of Health model. One further approach attempts to teach competencies that suggest intersections between the social sciences and competency frameworks. A foundation of social science knowledge, analogous to the foundational basic science and clinical science knowledge learned by trainees to support medical expertise, could support the broader competencies required for trainees to become competent physicians. This chapter describes a model of foundational social science knowledge, developed from research findings. The chapter provides curricular ideas, practical tips, discussion questions, and helpful links for program directors looking to incorporate social science teaching in their programs.

Qualitative Research Methods in Medical Education

2019 ◽  
Vol 131 (1) ◽  
pp. 14-22 ◽  
Author(s):  
Adam P. Sawatsky ◽  
John T. Ratelle ◽  
Thomas J. Beckman
Keyword(s):  
Social Sciences ◽  
Qualitative Research ◽  
Medical Education ◽  
Research Methods ◽  
Qualitative Research Methods ◽  
Qualitative Approaches ◽  
Clinician Educators ◽  
The Social

Abstract Qualitative research was originally developed within the social sciences. Medical education is a field that comprises multiple disciplines, including the social sciences, and utilizes qualitative research to gain a broader understanding of key phenomena within the field. Many clinician educators are unfamiliar with qualitative research. This article provides a primer for clinician educators who want to appraise or conduct qualitative research in medical education. This article discusses a definition and the philosophical underpinnings for qualitative research. Using the Standards for Reporting Qualitative Research as a guide, this article provides a step-wise approach for conducting and evaluating qualitative research in medical education. This review will enable the reader to understand when to utilize qualitative research in medical education and how to interpret reports using qualitative approaches.

Integrating Anthropology in Medical Education: Opportunities, Challenges, and Lessons

2015 ◽  
Vol 37 (1) ◽  
pp. 35-39
Author(s):  
Iveris Martinez
Keyword(s):  
Social Sciences ◽  
Medical Education ◽  
Communication Skills ◽  
Social Factors ◽  
Effective Management ◽  
Good Communication ◽  
The Social ◽  
Patient Health ◽  
Recent Trends

An increased awareness of the social determinants of disease and the role of social factors in patient health outcomes may open up opportunities for applied anthropologists in the field of medicine and other health sciences. Recent trends in medical education call for both increasing future physicians' competencies in social and behavioral sciences, as well as teamwork and communication. Cuff and Vanselow (2004:4) noted that: Skills in the behavioral and social sciences are essential for the prevention of many chronic diseases and for effective management of patients with these diseases… In addition good communication skills and the cross-disciplinary education discussed in this report will improve their ability to relate to their colleagues in medicine, as well as other professionals.

Medical education and the social sciences

JAMA ◽  
1981 ◽  
Vol 245 (9) ◽  
pp. 955-956
Author(s):  
R. J. Bulger
Keyword(s):  
Social Sciences ◽  
Medical Education ◽  
The Social

Medical Education and the Social Sciences

JAMA ◽  
1981 ◽  
Vol 245 (9) ◽  
pp. 955 ◽  
Author(s):  
Roger J. Bulger
Keyword(s):  
Social Sciences ◽  
Medical Education ◽  
The Social

What Can We Learn From Factorial Surveys About Human Behavior?

Methodology ◽  
2019 ◽  
Vol 15 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Knut Petzold ◽  
Tobias Wolbring
Keyword(s):  
Social Sciences ◽  
Behavioral Intentions ◽  
Actual Behavior ◽  
Full Time ◽  
Factorial Survey ◽  
Survey Experiment ◽  
Intended Behavior ◽  
The Social ◽  
Survey Experiments ◽  
High Level

Abstract. Factorial survey experiments are increasingly used in the social sciences to investigate behavioral intentions. The measurement of self-reported behavioral intentions with factorial survey experiments frequently assumes that the determinants of intended behavior affect actual behavior in a similar way. We critically investigate this fundamental assumption using the misdirected email technique. Student participants of a survey were randomly assigned to a field experiment or a survey experiment. The email informs the recipient about the reception of a scholarship with varying stakes (full-time vs. book) and recipient’s names (German vs. Arabic). In the survey experiment, respondents saw an image of the same email. This validation design ensured a high level of correspondence between units, settings, and treatments across both studies. Results reveal that while the frequencies of self-reported intentions and actual behavior deviate, treatments show similar relative effects. Hence, although further research on this topic is needed, this study suggests that determinants of behavior might be inferred from behavioral intentions measured with survey experiments.

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