Authenticity made visible in medical students’ experiences of feeling like a doctor

Fredholm, Angelica; Manninen, Katri; Hjelmqvist, Hans; Silén, Charlotte

doi:10.5116/ijme.5cf7.d60c

Cited by 23 publications

(38 citation statements)

References 20 publications

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“…The constant expansion of medical knowledge encourages students to approach learning as information acquisition at the expense of clinical learning [ 35 ]. The time required to evidence additional extra-curricular activities required of the competitive application process for graduate placements further erodes time for authentic clinical learning opportunities and impacts professional development [ 36 ]. These results lead us to question whether medical curricula are in need of further reform to reduce cognitive content and rebalance affective and psychomotor domains of learning [ 37 ].…”

Section: Discussionmentioning

confidence: 99%

Qualitative exploration of medical student experiences during the Covid-19 pandemic: implications for medical education

Nolan

Owen

2021

BMC Med Educ

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Background During the Covid-19 pandemic medical students were offered paid roles as medical student healthcare assistants. Anecdotal reports suggested that students found this experience rich for learning. Previous studies have explored alternative models of student service, however this defined medical student support role is novel. Methods Individual semi-structured interviews were recorded with 20 medical students at a UK medical school exploring their experiences of placement learning and experiences of working as healthcare assistants. Responses were analysed qualitatively using a framework approach. The framework was developed into a model describing key findings and their relationships. Results Interviews yielded data that broadly covered aspects of (1) Medical students’ experiences of clinical placement learning (2) Medical students’ experiences of working as medical student healthcare assistants (3) Learning resulting from working as a healthcare assistant (4) Hierarchies and professional barriers in the clinical environment (5) Influences on professional identity. Participants described barriers and facilitators of clinical learning and how assuming a healthcare assistant role impacted on learning and socialisation within the multidisciplinary team. Students became increasingly socialised within the healthcare team, contributing directly to patient care; the resulting social capital opened new opportunities for learning, team working and enhanced students’ interprofessional identity. Students described the impact of these experiences on their aspirations for their future practice. Conclusions Changes to work patterns in healthcare and delivery models of medical education have eroded opportunities for students to contribute to healthcare delivery and be embedded within a team. This is impacting negatively on student learning and socialisation and we suggest that medical curricula have much to learn from nursing and allied health professional training. Longitudinal embedment with a multidisciplinary team, where students have a defined role and work directly with patients may not only add value to clinical service, but also overcome current barriers to effective placement learning and interprofessional identity formation for medical students.

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Section: Discussionmentioning

confidence: 99%

Qualitative exploration of medical student experiences during the Covid-19 pandemic: implications for medical education

Nolan

Owen

2021

BMC Med Educ

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“…Allowing autonomy in the interpretation of investigations, histology and management planning permitted clinical authenticity, thereby generating a replication of genuine clinical practice and promotion of professional values. 15…”

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confidence: 99%

Fostering intrinsic motivation in remote undergraduate histopathology education

et al. 2021

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AimsThe levels of abstraction, vast vocabulary and high cognitive load present significant challenges in undergraduate histopathology education. Self-determination theory describes three psychological needs which promote intrinsic motivation. This paper describes, evaluates and justifies a remotely conducted, post-COVID-19 histopathology placement designed to foster intrinsic motivation.Methods90 fourth-year medical students took part in combined synchronous and asynchronous remote placements integrating virtual microscopy into complete patient narratives through Google Classroom, culminating in remote, simulated multidisciplinary team meeting sessions allowing participants to vote on ‘red flag’ signs and symptoms, investigations, histological diagnoses, staging and management of simulated virtual patients. The placement was designed to foster autonomy, competence and relatedness, generating authenticity, transdisciplinary integration and clinical relevance. A postpositivistic evaluation was undertaken with a validated preplacement and postplacement questionnaire capturing quantitative and qualitative data.ResultsThere was a significant (p<0.001) improvement in interest, confidence and competence in histopathology. Clinical integration and relevance, access to interactive resources and collaborative learning promoted engagement and sustainability post-COVID-19. Barriers to online engagement included participant lack of confidence and self-awareness in front of peers.ConclusionsFostering autonomy, competence and relatedness in post-COVID-19, remote educational designs can promote intrinsic motivation and authentic educational experiences. Ensuring transdisciplinary clinical integration, the appropriate use of novel technology and a focus on patient narratives can underpin the relevance of undergraduate histopathology education. The presentation of normal and diseased tissue in this way can serve as an important mode for the acquisition and application of clinically relevant knowledge expected of graduates.

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“…Being a member requires a commitment to the domain. Such commitment can have a positive effect on professional development 24–26 . In the present study one participant commented, there is no professionalism in the Suite, another commented that faculty should confront student conflict to improve “professionalism, punctuality, [and] attendance.” These study participants provided their perspective of the concept of developing professionalism skills in the CoP.…”

Section: Discussionmentioning

confidence: 58%

A community of practice in dental education: A phenomenon of newcomers becoming oldtimers

Mills

Bernstein

2021

Journal of Dental Education

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Objectives Community of practice (CoP) members develop cooperative learning history with shared cases, techniques, and concepts. A 2020 study was designed to explore participants’ perceptions toward learning in the dental education CoP. Methods The Institutional Review Board exempted (AZ #1355) study involved an incidental population of third‐ and fourth‐year dental students (N = 285) and resulted in a 43.5% response rate. The online Community of Practice Assessment Scale, consisted of Likert‐style, check box items, and one open‐ended question. Survey responses were categorized as Strongly Agree (1), Agree (2), No opinion (3), Disagree (4), and Strongly Disagree (5). Univariate analyses and descriptive statistics were used to analyze study variables (domain, community, and practice). Results Overall the learning domain is most strongly perceived by participants with mean scores ranging from 1.59 to 1.61. Responses assessing practices within the CoP had mean scores ranging from 1.72 to 1.90. Similarly, responses assessing the community ranged from 1.65 to 1.81. “Builds Knowledge and Shared Learning” was the characteristic participants most strongly agreed as beneficial with a 1.58 mean score. Participants agree that the CoP “Captures and Stores Tacit and Explicit Knowledge” with a mean score of 1.90. There was a 25.6% response rate to the open‐ended question. Two themes evolved: the need for calibration and more shared learning. Conclusion Based on study results, participants strongly agreed or agreed in opinions about CoP learning resources (faculty, staff, technology, and other students) benefitting their learning. The CoP provides an optimal environment for preparing competent new dental professionals.

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Authenticity made visible in medical students’ experiences of feeling like a doctor

Cited by 23 publications

References 20 publications

Qualitative exploration of medical student experiences during the Covid-19 pandemic: implications for medical education

Qualitative exploration of medical student experiences during the Covid-19 pandemic: implications for medical education

Fostering intrinsic motivation in remote undergraduate histopathology education

A community of practice in dental education: A phenomenon of newcomers becoming oldtimers

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