scholarly journals Pedagogical and Personal Experiences Motivating Indigenous Students to Pursue Medical Studies

2022 ◽  
Vol 6 ◽  
Author(s):  
Tanya Chichekian ◽  
Léa Bragoli-Barzan ◽  
Sonia Rahimi
Keyword(s):  
Medical School ◽  
Indigenous Peoples ◽  
Ethnically Diverse ◽  
Self Determination Theory ◽  
Medical Studies ◽  
Indigenous Students ◽  
Personal Experiences ◽  
Different Types ◽  
Medical Career ◽  
Academic Interests

When it comes to accessibility to healthcare and medical education, inequalities prevail within ethnically diverse populations, especially among Indigenous Peoples. The main objective of this qualitative study was to explore how Indigenous female medical students’ motivations played a role in their pursuit of a medical career. We use the Self-Determination theory to frame this study and conduct individual open-ended interviews with four female Indigenous students’ regarding their motivational sources for applying to medical school. We provide an illustrative scenario for each identified motivational source through a thematic analysis. Results revealed two main sources of motivations: (Jones et al., Acad Med, 2019, 94 (4), 512–519) pedagogical experiences (i.e., contextual factors at school, academic interests, and opportunities) and (Sloof et al., Med Educ, 2021, 55 (5), 653) personal experiences (i.e., family support and influence, and future career prospects). Indigenous students’ personal experiences were more prevalent and described autonomous forms of motivations, whereas sources of motivation that were pedagogically oriented reflected more controlled forms of motivations. Different types of motivations can be useful, but not sufficient for the tipping point when the time comes for medical school applications. Learning about specialized Indigenous streams for admissions played the most influential role in students’ decision-making to pursue medical studies. Promoting the visibility of the Indigenous stream coupled with the identification of different forms of motivation could be informative when outlining evidence-based recommendations with the aim of improving inequalities within the health professions.

Antecedents of parental psychological control: A narrative review grounded in Self-Determination Theory perspective

2020 ◽  
pp. 29-54
Author(s):  
Sebastiano Costa ◽  
Francesca Liga ◽  
Maria Cristina Gugliandolo ◽  
Simona Sireno ◽  
Rosalba Larcan ◽  
...  
Keyword(s):  
Life Cycle ◽  
Social Environment ◽  
Psychological Control ◽  
Self Determination Theory ◽  
Theoretical Framework ◽  
Self Determination ◽  
Parental Psychological Control ◽  
Parental Characteristics ◽  
Different Types ◽  
Control Construct

Self-determination theory has become a consolidated theoretical framework to deepen the psychological control construct. Numerous studies have widely investigated the consequences of the use of this parenting strategy during the life cycle. Although studies focused on the antecedents of parental psychological control are not so numerous, they provide an interesting picture that needs to be systematized and organized. For this reason, this narra-tive review was aimed at describing the studies on the antecedents of psychological control that used SDT as a theoretical framework. These studies were structured according to three categories: Parental Characteristics (or pressure from within), Child Characteristics (pres-sure from below), and Family Social Environment Characteristics (pressure from above). The results highlighted a wealth of studies in each category and indicating the need to con-tinue this line of studies in the future through the integration of the different types of ante-cedents too.

Developing a Motivation Scale for Engineering Studies in a Francophone Context

2021 ◽  
Vol 42 (spécial) ◽  
pp. 5-37
Author(s):  
Marie Chédru
Keyword(s):  
Engineering Students ◽  
Self Determination Theory ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Engineering Studies ◽  
External Regulation ◽  
Social Prestige ◽  
Confirmatory Factor ◽  
Different Types ◽  
Identified Regulation

Based on self-determination theory, this research presents the development of a scale to assess motivation for engineering studies in a Francophone context. Three phases of data collection were conducted (N = 462, 545 and 864) for a total of 1871 engineering students (59.2% female). Results from both exploratory and confirmatory factor analyses support a seven-factor structure for the scale: 1) intrinsic motivation, extrinsic motivations characterised by 2) identified regulation – altruism, 3) introjected regulation – ego, 4) introjected regulation – conscience, 5) external regulation – security, 6) external regulation – social prestige and, finally, 7) amotivation. The dimensions of altruism and security are specific to engineering studies. The scale meets generally accepted criteria for reliability and verifies different types of validity evidence.

scholarly journals Validation Study in the Educational Context of the Portuguese Version of the Multidimensional Work Motivation Scale

2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Lurdes Neves ◽  
Joaquim Luís Coimbra
Keyword(s):  
Work Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Educational Context ◽  
The North ◽  
Different Types ◽  
Motivation Scale ◽  
Item Scale ◽  
Multidimensional Concept ◽  
Broad Understanding

Abstrac The self-determination theory proposes a multidimensional concept of motivation and distinguishes how different types of motivation can be promoted or discouraged. For the application of the theory of self-determination to the educational context, this study aimed to adapt and validate the Multidimensional Work Motivation Scale (MWMS) in the educational context. The scale was answered by 419 teachers from 30 schools from the North and Center of Portugal. Factor analysis indicated that the 19-item scale has the same factor structure as that obtained in the original study. In this study, it was possible to identify that the items that constitute the MWMS are good indicators of constructs to be measured in an educational context and the factors are properly individualized. The scale showed five robust dimensions that permit a broad understanding of motivation, similar to the studies of the original scale. The dimension with the best internal consistency is demotivation, while introjected regulation obtained the lowest coefficient.

scholarly journals Stigma towards psychiatry: correlating personal experience with existing literature

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S126-S127
Author(s):  
Jack Blake ◽  
George El-Nimr
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Personal Experience ◽  
Clinical Placement ◽  
Medical Community ◽  
Prospective Students ◽  
Clinical Placements ◽  
Personal Experiences ◽  
University Life

AimsStigma towards psychiatry feels rife within medical school and this extends from university life into clinical placements. Mental health remains an unattractive area of medicine and is frequently regarded as subpar by other specialists. Against existing literature, this study compares the authors first hand experiences over the last five years within medical school to evaluate how representative their experiences of stigma in psychiatry are for the wider community and published literature. The study aims to inform the wider discussion on this topic and offer areas where intervention may yield a better perception and hence uptake of this specialism.MethodLiterature review relating to the topic was completed. Studies pertaining to medical students and/or educators views and experiences of psychiatric medical education and clinical placement were included for discussion. A reflection on the first author's specific experiences to date of psychiatry and his intent to pursue psychiatric career was conducted, with careful reference to existing literature. This allowed validating personal experiences in light of shared experience within the medical community in various national and international settings.ResultArguably, some non-psychiatric clinicians do inadvertently set the scene early in medical school for the stigma that is to be thrust upon students. This builds upon prospective students ranking psychiatry low for satisfaction, prestige and stating it to be a ‘pseudoscience’ or words to that effect. The lack of understanding from junior medical students of the role of the psychiatrist sees them associating psychosocial education as equivalent to psychiatry. This reinforces the idea of psychiatry being grounded in sciences other than anatomy, biochemistry, physiology and pharmacology. On clinical placement, there is little cross-speciality support for those students who want to be psychiatrists and sometimes even lost opportunities for those publically aspiring towards psychiatry. Placements in psychiatry give students a better understanding of psychiatry but this does not seem to significantly change their career aspirations and this is rather defined from the admission stages.ConclusionAfter comparing experience with literature, stigma towards psychiatry appears to be universal. It may be important to consider the types of students who are being attracted to medical school as currently students seem to have an intrinsic disinterest in psychiatry despite later becoming better informed through psychiatric placement. Culture is notoriously hard to change, particularly within medicine. This stigma exists both in the lay and medical communities with early potentially inaccurate lay views of psychiatry being validated and reinforced throughout medical school.

Sometimes It’s Necessary to Break a Few Rules

2021 ◽  
Vol 44 (1) ◽  
pp. 5-12
Author(s):  
Michelle Téllez ◽  
Maribel Alvarez ◽  
Brianna P. Herrera
Keyword(s):  
Women Workers ◽  
Indigenous Peoples ◽  
Indigenous Rights ◽  
Space And Place ◽  
Growing Up ◽  
Domestic Worker ◽  
Personal Experiences ◽  
Mexico Border ◽  
The University ◽  
Sacred Lands

In October of 2020, the University of Arizona’s College of Social and Behavioral Sciences hosted a lecture series called Womanpower. The final lecture was an interview between Michelle Téllez and Yalitza Aparicio—an Indigenous woman, actress, and activist. This interview transcript (originally conducted in Spanish) discusses Aparicio’s childhood, her experiences with discrimination, her role in the groundbreaking film Roma, and her activism on behalf of domestic workers and Indigenous peoples. In this interview, Téllez highlights issues of Indigenous rights, recognizing how Aparicio’s platform can bring visibility to the O’odham land defenders fighting for their sacred lands today, but also to Indigenous peoples fighting for their territories in Mexico, as alluded to in Roma. Téllez wanted to recognize the power that is ever-present in the bodies and minds of women workers who create possibilities despite their circumstances, and who maneuver between space and place, languages and cultures as they center homes, both their own and others. She points us to Aparicio’s role as a domestic worker to remind us of the silent but ever-present power of women. Téllez connects the interview with her own research and personal experiences growing up along the U.S./Mexico border in the cities of San Diego/Tijuana – where she was witness to the racial, gendered, and classed dynamics of power and exclusion.

REMARKS AT THE PRESENTATION OF THE PORTRAIT OF JOHN HOWLAND

PEDIATRICS ◽  
1958 ◽  
Vol 21 (4) ◽  
pp. 655-660
Author(s):  
James L. Gamble
Keyword(s):  
New York ◽  
Medical School ◽  
Academic Medicine ◽  
Full Time ◽  
New York University ◽  
The Core ◽  
Medical Career ◽  
Time Basis ◽  
Washington University ◽  
Johns Hopkins Medical School

WE OWE Edwards A. Park a large debt for the sketch of John Howland illustrated by anecdotes displaying his personality which he gave us in his John Howland address. Howland was a New Englander to the core and a loyal son of Yale of the Class of '94. His medical career began in New York where, after 3 years as a student in New York University Medical School and a 2-year internship at the Presbyterian Hospital, he became associated with L. Emmett Holt, Sr. and decided to enter the then opening field of pediatrics. His fine abilities as a physician were rapidly recognized. He also began his investigative career in New York. In the year 1910 at the age of 39 he was appointed Professor of Pediatrics at the Medical School of Washington University in St. Louis, which had just been reorganized on a full-time basis. He was disappointed by the inadequacy of the equipment there and unwilling to wait several years for the building of the projected new hospital. He resigned after 6 months and returned to New York. This hiatus in his careen in academic medicine was a short one. In the year 1912 he was called to the chair of Pediatrics at the Johns Hopkins Medical School to succeed Von Pirquet who had returned to Germany to accept the professorship at Breslau. This was a much coveted post. Also, I have been told, he was much aggrieved over having contracted trichinosis from eating Baltimore sausages. During the 2 years that Von Pirquet was in Baltimore, the Department of Pediatrics had no quarters of its own and was obliged to use space borrowed from the Medical Outpatient.

Higher Education as Institution of Decolonization

2022 ◽  
pp. 1-16
Author(s):  
Kevin Lujan Lee ◽  
Ngoc T. Phan
Keyword(s):  
Higher Education ◽  
Political Science ◽  
Indigenous Peoples ◽  
Quantitative Methods ◽  
Community Partnerships ◽  
Methods Courses ◽  
Indigenous Students ◽  
Indigenous Sovereignty ◽  
Colonial Histories ◽  
Classroom Level

Higher education should be an institution of decolonization––one centered on the repatriation of land and ocean to Indigenous peoples. Quantitative methods are used to perpetuate the historical and ongoing processes of Indigenous dispossession. However, quantitative methods courses often fail to reckon with these colonial histories and are taught in ways that are inaccessible for Indigenous students. Drawing from the first author's experiences as a professor of political science in Hawai‘i, this chapter proposes three classroom-level interventions that educators can pursue to make quantitative methods relatable and empowering for Indigenous students: (1) designing lectures to center the experiences of Indigenous students, (2) designing assignments that invite Indigenous students to interrogate the settler-colonial and neocolonial structures perpetuating Indigenous dispossession, and (3) maintaining university-community partnerships that provide Indigenous students with opportunities to use quantitative methods to support Indigenous sovereignty movements.

Toronto University and Medical School and Internship in Detroit

2020 ◽  
pp. 12-22
Author(s):  
Louis R. Caplan
Keyword(s):  
Medical Education ◽  
Medical School ◽  
History Of Medicine ◽  
School Experience ◽  
Henry Ford Hospital ◽  
Henry Ford ◽  
History Of ◽  
Medical Career ◽  
Strong Commitment ◽  
And Training

Abstract: Fisher’s medical school experience and training are described in this chapter. Medical education and medicine in general at the time of Fisher’s matriculation seem quite primitive and undisciplined by today’s standards. A very brief review of the history of medicine and medical education up to that time places the situation during the 1930s when Fisher matriculated into perspective. William Osler’s career, which predated but influenced Fisher, is described. Fisher’s medical internship at Henry Ford Hospital in Detroit, Michigan, is also briefly discussed. During his entire medical career, Fisher maintained a strong commitment to accurate measurement and quantification of physical signs and observations, a discipline he first learned in Toronto as a student.

scholarly journals Start the Right Way: A Foundation for Improving Connection to Service and People in Medical Education

2020 ◽  
Vol 185 (Supplement_3) ◽  
pp. 46-51
Author(s):  
Ofir Noah Nevo ◽  
Laura Lambert
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Case Analysis ◽  
Well Being ◽  
Bottom Line ◽  
The People ◽  
Medical Career ◽  
The Right

ABSTRACT Bottom Line Up Front: In this perspective essay, ENS Ofir Nevo and Dr Laura Lambert briefly discuss the concept of an outward mindset and how they have applied it in the context of medical education. ENS Nevo shares his story of deciding to attend medical school at the Uniformed Services University, as part of his desire and commitment to serve others. Early on, the requirements of medical school created intense demands that began to disconnect him from the commitment and connection that first drew him to a medical career. ENS Nevo describes how an awareness of the choice of mindset helped him address these challenges and stay better connected to his purpose and calling. A case analysis by Dr Lambert further explores how the awareness and practice of an outward mindset may help students, residents, and attendings see how they can improve their own well-being and connection to the people that brought them to medicine in the first place. Their experiences demonstrate how outward mindset principles can be a valuable tool for empowering students and physicians with a perspective that invites new solutions for the challenges of life and work.

Standing in Line

2011 ◽  
Vol 4 (3) ◽  
pp. 219-223
Author(s):  
Sharif Islam
Keyword(s):  
Immigration Law ◽  
Worst Case ◽  
Professional Background ◽  
The Road ◽  
The Past ◽  
Personal Experiences ◽  
The World ◽  
Different Types ◽  
Shed Light

Over the past two decades, immigration receiving states have resorted to extraordinary legal, political, spatial tactics to curtail and prevent different types of migrants from legally entering the states. Some of these processes increased the number of undocumented and unauthorized immigrants in certain countries. These processes also lead to enormous personal sacrifices and hardships for families across the world. My personal experiences are probably not the worst case due to my educational and professional background, although there were few bumps in the road. Some of the following notes, I hope, will shed light on the personal experiences dealing with immigration law and processes.

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