Pub Date : 2020-05-29DOI: 10.5455/jcme.20191219050921
Emma Bourke Matas, S. Maloney, M. Jepson, K. Bowles
Objective Paramedic education providers teach the latest evidence-based practice when students attend academic classes. Clinical placements are an important aspect of paramedic training, however, they can pose a potential area of conflict regarding approaches to practice, in particular when it comes to evidence-based practice knowledge and decision-making processes. To better understand the continuum between academic classes and clinical placement, this study explored students understanding of evidence-based practice conversations, determined the prevalence of these whilst on clinical placement, and considered whether students believe their future participation in evidence-based practice conversations could be improved. Methods An exploratory cross-sectional self-administered electronic questionnaire was conducted with paramedic students from an Australian university. The questionnaire was validity checked prior to implementation. Results One hundred and sixty-eight 2nd and 3rd year paramedic students completed the questionnaire (response rate = 66%). Although most students (82%) understood what constitutes an evidence-based practice conversation, only 23% reported learning about evidence-based practice conversations, and 18% reported practicing evidence-based practice conversations during their clinical placements. Regression analysis found that the gender of the supervisor and age of the student significantly affected the likelihood of learning about or practicing evidence-based practice conversations (p=0.029, p = 0.049 respectively) whilst on clinical placement. Students did not feel that evidence-based practice questioning would have possible negative repercussions, however most (83%) felt they needed to improve their evidence-based practice communication skills. Conclusions Paramedic students and clinical supervisors rarely engage in evidence-based practice conversations during clinical placement. Further research into evidence-based practice communication in the clinical placement setting is required to ensure a consistent approach to the training of future paramedics.
{"title":"Evidence-based practice conversations with clinical supervisors during paramedic placements: an exploratory study of students' perceptions.","authors":"Emma Bourke Matas, S. Maloney, M. Jepson, K. Bowles","doi":"10.5455/jcme.20191219050921","DOIUrl":"https://doi.org/10.5455/jcme.20191219050921","url":null,"abstract":"Objective \u0000Paramedic education providers teach the latest evidence-based practice when students attend academic classes. Clinical placements are an important aspect of paramedic training, however, they can pose a potential area of conflict regarding approaches to practice, in particular when it comes to evidence-based practice knowledge and decision-making processes. To better understand the continuum between academic classes and clinical placement, this study explored students understanding of evidence-based practice conversations, determined the prevalence of these whilst on clinical placement, and considered whether students believe their future participation in evidence-based practice conversations could be improved. \u0000 \u0000Methods \u0000An exploratory cross-sectional self-administered electronic questionnaire was conducted with paramedic students from an Australian university. The questionnaire was validity checked prior to implementation. \u0000 \u0000Results \u0000One hundred and sixty-eight 2nd and 3rd year paramedic students completed the questionnaire (response rate = 66%). Although most students (82%) understood what constitutes an evidence-based practice conversation, only 23% reported learning about evidence-based practice conversations, and 18% reported practicing evidence-based practice conversations during their clinical placements. Regression analysis found that the gender of the supervisor and age of the student significantly affected the likelihood of learning about or practicing evidence-based practice conversations (p=0.029, p = 0.049 respectively) whilst on clinical placement. Students did not feel that evidence-based practice questioning would have possible negative repercussions, however most (83%) felt they needed to improve their evidence-based practice communication skills. \u0000 \u0000Conclusions \u0000Paramedic students and clinical supervisors rarely engage in evidence-based practice conversations during clinical placement. Further research into evidence-based practice communication in the clinical placement setting is required to ensure a consistent approach to the training of future paramedics.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"10 1","pages":"123-130"},"PeriodicalIF":0.0,"publicationDate":"2020-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45852927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-23DOI: 10.5455/jcme.20191120122732
Charlotte O Callaghan, J. Sandars, Jeremy M. Brown, C. Sherratt
Introduction: Healthcare professionals educator development (HPED) is costly, both financially and in terms of clinicians time. However, there is little research into how HPED programmes can be evaluated. Research in other educational fields has demonstrated that the analysis of changes in learners social networks and the associated changes in social capital can reveal interesting and important effects of educational programmes which would otherwise be unknown. However, research on the social network impact of HPED is minimal. Aims: The authors present an innovative exploratory study of a new evaluation methodology, which considers the social network and social capital of a participant after completion of a HPED programme. To the best of the authors knowledge, this is the first time that such a method has been used in HPED. Method: Mixed methods social network analysis (MMSNA) was used to measure and further understand the social capital of the participant after completion of a HPED programme. Data collection was via a self-report template and a semi-structured interview. An exploratory case study of a medical doctor who completed a HPED programme at masters level was conducted in October 2018 at Edge Hill University, Ormskirk, England. Results: Relationships made through the HPED programme provided the participant with access to social capital in the form of educational expertise, knowledge and information about job opportunities. These new relationships changed the social network structure, with reduced network constraint and increased number of structural holes in the network of the participant. Such access to resources unavailable to others within the network placed the participant at an ongoing advantage. Conclusion: MMSNA can reveal key benefits of HPED programmes which would not be apparent with other methodologies. The methodology produces results that can be transferred to other HPED programmes.
{"title":"The use of mixed methods social network analysis to evaluate healthcare professionals' educator development: an exploratory study.","authors":"Charlotte O Callaghan, J. Sandars, Jeremy M. Brown, C. Sherratt","doi":"10.5455/jcme.20191120122732","DOIUrl":"https://doi.org/10.5455/jcme.20191120122732","url":null,"abstract":"Introduction: Healthcare professionals educator development (HPED) is costly, both financially and in terms of clinicians time. However, there is little research into how HPED programmes can be evaluated. Research in other educational fields has demonstrated that the analysis of changes in learners social networks and the associated changes in social capital can reveal interesting and important effects of educational programmes which would otherwise be unknown. However, research on the social network impact of HPED is minimal. \u0000 \u0000Aims: The authors present an innovative exploratory study of a new evaluation methodology, which considers the social network and social capital of a participant after completion of a HPED programme. To the best of the authors knowledge, this is the first time that such a method has been used in HPED. \u0000 \u0000Method: Mixed methods social network analysis (MMSNA) was used to measure and further understand the social capital of the participant after completion of a HPED programme. Data collection was via a self-report template and a semi-structured interview. An exploratory case study of a medical doctor who completed a HPED programme at masters level was conducted in October 2018 at Edge Hill University, Ormskirk, England. \u0000 \u0000Results: Relationships made through the HPED programme provided the participant with access to social capital in the form of educational expertise, knowledge and information about job opportunities. These new relationships changed the social network structure, with reduced network constraint and increased number of structural holes in the network of the participant. Such access to resources unavailable to others within the network placed the participant at an ongoing advantage. \u0000 \u0000Conclusion: MMSNA can reveal key benefits of HPED programmes which would not be apparent with other methodologies. The methodology produces results that can be transferred to other HPED programmes.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42994466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5455/jcme.20191124110830
R. Boles, L. Benedict, Joyce H. L. Lui, Roxanne Wright, F. Leung
Objective While literature exists on student feedback to community service-learning (CSL), community organizations have played a small role in re-shaping CSL within medical curricula. The objective of this study was to analyze feedback from community supervisors involved in a CSL course at University of Torontos Faculty of Medicine. Methods Semi-structured one-to-one qualitative interviews were conducted with community supervisors (n = 9) between October 2018 and January 2019. Interviews were transcribed and thematic analysis was completed using Dedoose software. Researchers independently coded transcripts and developed an initial codebook. Once inter-rater reliability (Cohen's κ coefficient) > 0.80 was achieved, the remaining transcripts were coded deductively, and additional codes were developed inductively when existing code were unable to describe new data. Themes from the analysis were identified. Results Four overarching themes were identified. Perceived benefits to students by supervisors focused on their contributions to the development of future physicians through understanding community needs and exposure to organizations that may be resourceful to physicians. Among organizational benefits of CSL, extra hands, work-specific benefits, and medical students unique expertise were subthemes highlighted. CSL benefits were not without challenges. Scheduling difficulties, motivating students to understand their works value, and curriculum gaps identified were challenges supervisors faced. Three subthemes emerged under areas for improvement. Supervisors emphasized increasing flexibility to make experiences more meaningful for students. They also wanted more dialogue between organizations to gain insight from one another and a clearer understanding of CSL and its role in the curriculum. Conclusions Community supervisors viewed academic institutions to be in a unique position having established many partnerships with community organizations. Developing networking opportunities between organizations should be encouraged across CSL programs in medical education. As well, clearer understanding of CSL as part of the medical curriculum was important for supervisors to better understand their roles and responsibilities.
{"title":"Assessing community organization needs for medical school Community Service-Learning","authors":"R. Boles, L. Benedict, Joyce H. L. Lui, Roxanne Wright, F. Leung","doi":"10.5455/jcme.20191124110830","DOIUrl":"https://doi.org/10.5455/jcme.20191124110830","url":null,"abstract":"Objective While literature exists on student feedback to community service-learning (CSL), community organizations have played a small role in re-shaping CSL within medical curricula. The objective of this study was to analyze feedback from community supervisors involved in a CSL course at University of Torontos Faculty of Medicine. Methods Semi-structured one-to-one qualitative interviews were conducted with community supervisors (n = 9) between October 2018 and January 2019. Interviews were transcribed and thematic analysis was completed using Dedoose software. Researchers independently coded transcripts and developed an initial codebook. Once inter-rater reliability (Cohen's κ coefficient) > 0.80 was achieved, the remaining transcripts were coded deductively, and additional codes were developed inductively when existing code were unable to describe new data. Themes from the analysis were identified. Results Four overarching themes were identified. Perceived benefits to students by supervisors focused on their contributions to the development of future physicians through understanding community needs and exposure to organizations that may be resourceful to physicians. Among organizational benefits of CSL, extra hands, work-specific benefits, and medical students unique expertise were subthemes highlighted. CSL benefits were not without challenges. Scheduling difficulties, motivating students to understand their works value, and curriculum gaps identified were challenges supervisors faced. Three subthemes emerged under areas for improvement. Supervisors emphasized increasing flexibility to make experiences more meaningful for students. They also wanted more dialogue between organizations to gain insight from one another and a clearer understanding of CSL and its role in the curriculum. Conclusions Community supervisors viewed academic institutions to be in a unique position having established many partnerships with community organizations. Developing networking opportunities between organizations should be encouraged across CSL programs in medical education. As well, clearer understanding of CSL as part of the medical curriculum was important for supervisors to better understand their roles and responsibilities.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"10 1","pages":"55-65"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70814214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5455/jcme.20190430105713
V. D. Puttalingaiah, Poonam Agarwal
Objective: Medical education globally constitute formative and summative assessments. Oral examination is an integral part of assessment used to assess various learning domains, conventional oral assessment has been criticized for its reliability and validity. So with the changing trends, emphasis is given on structured oral assessments (SOE). The aim of this study is to know the knowledge and perception of faculty on oral assessments. Methods: A cross sectional questionnaire was designed, and faculty members of dentistry program participated. Result and statistical analysis: A total of n=45 faculty members participated in survey. Descriptive data was presented in the form of frequency, percentage, mean and standard deviation. Independent sample t test was used to compare the response scores between the genders. Chi square test was used to test the association between the gender and study responses. Conclusion: Structured oral assessment was the most preferred type, but time and student willingness was the major barriers. All five domains of Blooms taxonomy along with knowledge and interpersonal skills can be successfully assessed by SOE. There is a need for periodic faculty workshops to help them implement the newer trends in teaching and learning.
{"title":"Oral assessments; Knowledge and perception of faculty in undergraduate dentistry program","authors":"V. D. Puttalingaiah, Poonam Agarwal","doi":"10.5455/jcme.20190430105713","DOIUrl":"https://doi.org/10.5455/jcme.20190430105713","url":null,"abstract":"Objective: Medical education globally constitute formative and summative assessments. Oral examination is an integral part of assessment used to assess various learning domains, conventional oral assessment has been criticized for its reliability and validity. So with the changing trends, emphasis is given on structured oral assessments (SOE). The aim of this study is to know the knowledge and perception of faculty on oral assessments. Methods: A cross sectional questionnaire was designed, and faculty members of dentistry program participated. Result and statistical analysis: A total of n=45 faculty members participated in survey. Descriptive data was presented in the form of frequency, percentage, mean and standard deviation. Independent sample t test was used to compare the response scores between the genders. Chi square test was used to test the association between the gender and study responses. Conclusion: Structured oral assessment was the most preferred type, but time and student willingness was the major barriers. All five domains of Blooms taxonomy along with knowledge and interpersonal skills can be successfully assessed by SOE. There is a need for periodic faculty workshops to help them implement the newer trends in teaching and learning.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"10 1","pages":"66-73"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5455/jcme.20190912121145
L. Benedict, Kevin Si, F. Leung
Objective: Networking in business is generally regarded as a highly valued skill. Few will disagree that networking in medicine has similar value. However, few medical school curriculums have included a formalized approach to teaching the skill of networking. In addition, there are limited studies that evaluate the use of a networking-focused curriculum in medicine. The objective of this study is to determine the perspectives of medical students on the use of a networking-based assignment titled �Personalized Resource List�. Methods: Participants were recruited from the class of first-year medical students whom had participated in the �Personalized Resource List� assignment. Participants (N=9) were recruited via e-mail and volunteered to complete a structured interview. Results: Thematic analyses of students� responses revealed that first-year medical students valued �networking� as a skill. Two major themes identified that were important to all participants were the �formation of a professional relationship� and the �formation of a professional identity�. Conclusions: Medical Students noted the importance of networking in medicine and found a formalized assignment within the medical school curriculum to be beneficial in their professional development.
{"title":"Business Networking in Medicine: Medical Students' Perspectives on a Networking Assignment","authors":"L. Benedict, Kevin Si, F. Leung","doi":"10.5455/jcme.20190912121145","DOIUrl":"https://doi.org/10.5455/jcme.20190912121145","url":null,"abstract":"Objective: Networking in business is generally regarded as a highly valued skill. Few will disagree that networking in medicine has similar value. However, few medical school curriculums have included a formalized approach to teaching the skill of networking. In addition, there are limited studies that evaluate the use of a networking-focused curriculum in medicine. The objective of this study is to determine the perspectives of medical students on the use of a networking-based assignment titled �Personalized Resource List�. Methods: Participants were recruited from the class of first-year medical students whom had participated in the �Personalized Resource List� assignment. Participants (N=9) were recruited via e-mail and volunteered to complete a structured interview. Results: Thematic analyses of students� responses revealed that first-year medical students valued �networking� as a skill. Two major themes identified that were important to all participants were the �formation of a professional relationship� and the �formation of a professional identity�. Conclusions: Medical Students noted the importance of networking in medicine and found a formalized assignment within the medical school curriculum to be beneficial in their professional development.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"10 1","pages":"27-30"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5455/jcme.20200129092612
K. Chan, G. Samoutis
Patient-centred medicine (PCM) involves looking at more than just a disease and how to treat it. It has evolved from the realisation that all patients are different physiologically, psychologically, emotionally, and socially, and it therefore encompasses all of these domains in its application. The mainstay of this approach is the promotion of a mutual relationship between patient and doctor that involves creating a secure environment to allow for open dialogue. By learning to listen to patients, and exploring other causes of disease other than physiological ones, doctors are able to provide a holistic approach to treatment. Patients are also actively encouraged to participate in the decision making process by adding their ideas, concerns and expectations. This negotiation allows for flexibility and individualisation of each treatment plan that is tailored to suit each individual patient. In essence, PCM encourages concordance: the agreement between doctor and patient on how to proceed towards a common goal. It is therefore important to teach medical students about PCM as early on in their medical education as possible. This will give them time to hone skills in communication so that they can better understand and explore their patients circumstances as well be aware of other domains that may require support. But how can medical schools effectively teach their students PCM? Here we suggest the use of expert patients as a beneficial method for promoting PCM in medical school curriculums as students have the opportunity to gain first hand knowledge of what a patient with a specific disease actually feels, what impact it has on their lives and those around them, and what support they find lacking or useful.
{"title":"Patient-centred medicine: The use of expert patients in medical education","authors":"K. Chan, G. Samoutis","doi":"10.5455/jcme.20200129092612","DOIUrl":"https://doi.org/10.5455/jcme.20200129092612","url":null,"abstract":"Patient-centred medicine (PCM) involves looking at more than just a disease and how to treat it. It has evolved from the realisation that all patients are different physiologically, psychologically, emotionally, and socially, and it therefore encompasses all of these domains in its application. The mainstay of this approach is the promotion of a mutual relationship between patient and doctor that involves creating a secure environment to allow for open dialogue. By learning to listen to patients, and exploring other causes of disease other than physiological ones, doctors are able to provide a holistic approach to treatment. Patients are also actively encouraged to participate in the decision making process by adding their ideas, concerns and expectations. This negotiation allows for flexibility and individualisation of each treatment plan that is tailored to suit each individual patient. In essence, PCM encourages concordance: the agreement between doctor and patient on how to proceed towards a common goal. It is therefore important to teach medical students about PCM as early on in their medical education as possible. This will give them time to hone skills in communication so that they can better understand and explore their patients circumstances as well be aware of other domains that may require support. But how can medical schools effectively teach their students PCM? Here we suggest the use of expert patients as a beneficial method for promoting PCM in medical school curriculums as students have the opportunity to gain first hand knowledge of what a patient with a specific disease actually feels, what impact it has on their lives and those around them, and what support they find lacking or useful.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"45 1","pages":"84-86"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70814119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5455/jcme.20200106084507
Y. Alamri, Mohamud Osman
Seasonal variation to manuscript submission and publication in the medical literature is yet to be carefully scrutinized. We report a lack of significant seasonal bias in relation to medical student submission to a prominent Australasian medical journal. Factors that contribute to when a manuscript is submitted may be predictable. Factors that contribute to when a manuscript is published, on the other hand, appear to be less predictable. These observations remain preliminary as the studies examining seasonal bias in the medical literature are too few and methodologically heterogeneous. A careful consideration of the implications will need to be taken into account to ensure a fair peer-review process.
{"title":"Seasonality of medical student research: Does a pattern truly exist?","authors":"Y. Alamri, Mohamud Osman","doi":"10.5455/jcme.20200106084507","DOIUrl":"https://doi.org/10.5455/jcme.20200106084507","url":null,"abstract":"Seasonal variation to manuscript submission and publication in the medical literature is yet to be carefully scrutinized. We report a lack of significant seasonal bias in relation to medical student submission to a prominent Australasian medical journal. Factors that contribute to when a manuscript is submitted may be predictable. Factors that contribute to when a manuscript is published, on the other hand, appear to be less predictable. These observations remain preliminary as the studies examining seasonal bias in the medical literature are too few and methodologically heterogeneous. A careful consideration of the implications will need to be taken into account to ensure a fair peer-review process.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"10 1","pages":"119-122"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70814232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5455/jcme.20190307082154
Kadriye O. Lewis, Erdem Demiroz, Haiqin Chen, Cheryll A. Albold, J. Mahan
{"title":"A Four-Pronged Approach for Evaluating e-Learning Modules with a Newly Developed Instructional Design Scale","authors":"Kadriye O. Lewis, Erdem Demiroz, Haiqin Chen, Cheryll A. Albold, J. Mahan","doi":"10.5455/jcme.20190307082154","DOIUrl":"https://doi.org/10.5455/jcme.20190307082154","url":null,"abstract":"","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"10 1","pages":"31-54"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5455/jcme.20191016125926
E. Clercq, Maddalena Favaretto, M. Luceri
Objective: Although it is not uncommon to be born with an intersex condition or DSD, it is a topic which is still relatively unknown. The aim of the present paper is to explore the extent to which fiction movies on DSD/intersex can be used to help medical students to gain more experiential knowledge, enhance their empathic abilities and facilitate self-reflection on this issue. Methods: A systematic film review was conducted to identify and critically review relevant fiction movies on intersex or DSD. For this purpose, an online database research was performed in the Internet Movie Database (IMDb). Results: Recent films refrain from conveying a stereotypical image of intersex persons (e.g. freaks, villains, criminals, femme fatale) but tend to focus on young adults journey to self-discovery. Still, the many close-ups of body of the character with DSD might be interpreted as a kind morbid curiosity for a body that is considered different. Conclusions: Although in some ways reductive, guided discussions on coming-to-age stories can be used in the medical curriculum to offer an insight in the lived experiences of DSD and to allow future healthcare professionals to turn the medical gaze upon themselves.
目的:虽然出生时患有双性人或双性人障碍并不罕见，但这是一个相对未知的话题。本论文的目的是探讨在何种程度上，关于双性人/双性人的虚构电影可以帮助医学生获得更多的经验知识，增强他们的移情能力，并促进对这个问题的自我反思。方法:采用系统的影评方法，对有关阴阳人或双性恋的小说电影进行识别和批判性评价。为此，在Internet Movie database (IMDb)中进行了在线数据库研究。结果:近年来的电影不再传达阴阳人的刻板形象(如怪胎、恶棍、罪犯、蛇蝎女)，而是倾向于关注年轻人的自我发现之旅。尽管如此，DSD角色的许多身体特写可能会被解释为对被认为是“不同”的身体的一种病态的好奇心。结论:虽然在某些方面，关于成长故事的引导讨论可以在医学课程中使用，以提供对DSD的生活经验的见解，并允许未来的医疗保健专业人员将医学目光转向自己。
{"title":"Towards an ethics of curiosity?\u0000The role of cinema in medical education on variations of sexual development","authors":"E. Clercq, Maddalena Favaretto, M. Luceri","doi":"10.5455/jcme.20191016125926","DOIUrl":"https://doi.org/10.5455/jcme.20191016125926","url":null,"abstract":"Objective: Although it is not uncommon to be born with an intersex condition or DSD, it is a topic which is still relatively unknown. The aim of the present paper is to explore the extent to which fiction movies on DSD/intersex can be used to help medical students to gain more experiential knowledge, enhance their empathic abilities and facilitate self-reflection on this issue. Methods: A systematic film review was conducted to identify and critically review relevant fiction movies on intersex or DSD. For this purpose, an online database research was performed in the Internet Movie Database (IMDb). Results: Recent films refrain from conveying a stereotypical image of intersex persons (e.g. freaks, villains, criminals, femme fatale) but tend to focus on young adults journey to self-discovery. Still, the many close-ups of body of the character with DSD might be interpreted as a kind morbid curiosity for a body that is considered different. Conclusions: Although in some ways reductive, guided discussions on coming-to-age stories can be used in the medical curriculum to offer an insight in the lived experiences of DSD and to allow future healthcare professionals to turn the medical gaze upon themselves.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"10 1","pages":"102-113"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70814020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.5455/jcme.20191015115111
Vasiliki Spatoula, E. Panagopoulou
Objective: Despite the identified biases in the provision of health, no studies have so far compared stereotypes of medical students with students from other disciplines. The aim of this cross-sectional study was to compare attitudes of medical and social science students towards population groups of different ethnic background, age, and sexual orientation. Given the social desirability biases associated with explicit attitude assessment through self-report, and the feasibility issues of implicit attitude testing, the study also developed and piloted the Attitude and Opinion Scale, a self report instrument designed to assess attitudes and reduce social desirability. Method: Ninety third year students from the Medical School and the Social Sciences Department of Aristotle University of Thessaloniki, Greece, completed the Attitude and Opinion Scale. Results: Results showed statistical significant differences in attitudes towards groups of different sexual orientation (t=2.687, p=.009) and age (t=-2.554, p=.012). Conclusions: This pilot study indicated that medical students have more negative attitudes towards some population groups compared to students of social sciences. Increasing attention has to be paid in undergraduate medical courses to the knowledge, attitudes, and behaviors required for the effective and culturally safe practice of medicine in culturally and gender diverse settings.
{"title":"How open minded medical students really are? A pilot study.","authors":"Vasiliki Spatoula, E. Panagopoulou","doi":"10.5455/jcme.20191015115111","DOIUrl":"https://doi.org/10.5455/jcme.20191015115111","url":null,"abstract":"Objective: Despite the identified biases in the provision of health, no studies have so far compared stereotypes of medical students with students from other disciplines. The aim of this cross-sectional study was to compare attitudes of medical and social science students towards population groups of different ethnic background, age, and sexual orientation. Given the social desirability biases associated with explicit attitude assessment through self-report, and the feasibility issues of implicit attitude testing, the study also developed and piloted the Attitude and Opinion Scale, a self report instrument designed to assess attitudes and reduce social desirability. Method: Ninety third year students from the Medical School and the Social Sciences Department of Aristotle University of Thessaloniki, Greece, completed the Attitude and Opinion Scale. Results: Results showed statistical significant differences in attitudes towards groups of different sexual orientation (t=2.687, p=.009) and age (t=-2.554, p=.012). Conclusions: This pilot study indicated that medical students have more negative attitudes towards some population groups compared to students of social sciences. Increasing attention has to be paid in undergraduate medical courses to the knowledge, attitudes, and behaviors required for the effective and culturally safe practice of medicine in culturally and gender diverse settings.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"10 1","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70814010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：