Exploring the Socialization Experiences of Medical Students From Social Science and Humanities Backgrounds

Lam, Jørgen; Hanson, Mark; Martimianakis, Maria Athina

doi:10.1097/acm.0000000000002901

Cited by 12 publications

(3 citation statements)

References 67 publications

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“…Supporting–and indeed encouraging—the application of students from “nontraditional” (i.e. HSS) backgrounds stands to strengthen the medical workforce [ 29 ]. A shift in the hidden curriculum (i.e., from scientific exclusivity) toward one of “epistemological inclusion” [ 29 ] (i.e.…”

Section: Discussionmentioning

confidence: 99%

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Pathways and identity: toward qualitative research careers in child and adolescent psychiatry

Martin,

DiGiovanni,

Acquaye

et al. 2024

Child Adolesc Psychiatry Ment Health

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Objective Qualitative research methods are based on the analysis of words rather than numbers; they encourage self-reflection on the investigator’s part; they are attuned to social interaction and nuance; and they incorporate their subjects’ thoughts and feelings as primary sources. Despite appearing well suited for research in child and adolescent psychiatry (CAP), qualitative methods have had relatively minor uptake in the discipline. We conducted a qualitative study of CAPs involved in qualitative research to learn about these investigators’ lived experiences, and to identify modifiable factors to promote qualitative methods within the field of youth mental health. Methods We conducted individual, semi-structured 1-h long interviews through Zoom. Using purposive sample, we selected 23 participants drawn from the US (n = 12) and from France (n = 11), and equally divided in each country across seniority level. All participants were current or aspiring CAPs and had published at least one peer-reviewed qualitative article. Ten participants were women (44%). We recorded all interviews digitally and transcribed them for analysis. We coded the transcripts according to the principles of thematic analysis and approached data analysis, interpretation, and conceptualization informed by an interpersonal phenomenological analysis (IPA) framework. Results Through iterative thematic analysis we developed a conceptual model consisting of three domains: (1) Becoming a qualitativist: embracing a different way of knowing (in turn divided into the three themes of priming factors/personal fit; discovering qualitative research; and transitioning in); (2) Being a qualitativist: immersing oneself in a different kind of research (in turn divided into quality: doing qualitative research well; and community: mentors, mentees, and teams); and (3) Nurturing: toward a higher quality future in CAP (in turn divided into current state of qualitative methods in CAP; and advocating for qualitative methods in CAP). For each domain, we go on to propose specific strategies to enhance entry into qualitative careers and research in CAP: (1) Becoming: personalizing the investigator’s research focus; balancing inward and outward views; and leveraging practical advantages; (2) Being: seeking epistemological flexibility; moving beyond bibliometrics; and the potential and risks of mixing methods; and (3) Nurturing: invigorating a quality pipeline; and building communities. Conclusions We have identified factors that can support or impede entry into qualitative research among CAPs. Based on these modifiable findings, we propose possible solutions to enhance entry into qualitative methods in CAP (pathways), and to foster longer-term commitment to this type of research (identity).

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Section: Discussionmentioning

confidence: 99%

“…HSS) backgrounds stands to strengthen the medical workforce [ 29 ]. A shift in the hidden curriculum (i.e., from scientific exclusivity) toward one of “epistemological inclusion” [ 29 ] (i.e. to welcoming HSS) stands to benefit child psychiatry in general, and its qualitative research portfolio in particular.…”

Section: Discussionmentioning

confidence: 99%

Pathways and identity: toward qualitative research careers in child and adolescent psychiatry

Martin,

DiGiovanni,

Acquaye

et al. 2024

Child Adolesc Psychiatry Ment Health

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“…A key consequence of this approach is that the underlying construct is only partially dependent on disciplinary knowledge, since much if not all of the necessary base information is supplied within the prompt material. In addition to the predictive validity research cited above, the construct validity of this contextual approach to assessing reasoning is perhaps best demonstrated (in the medical school graduate selection context, at least) by the fact that, globally, many non‐Science graduates perform sufficiently well on the GAMSAT (and other medical entry tests) to gain entry into medical courses in significant numbers every year (Elliott & Epstein, 2005; Lam et al, 2020; Medical Deans of Australia and New Zealand MDANZ, 2021). Likewise, Science graduates need to be able to reason in Humanities contexts in the GAMSAT sufficiently well to be competitive for entry into graduate medical courses.…”

Section: Introductionmentioning

confidence: 99%

Should we extend the currency of cognitive ability test scores? Considerations from construct, equity, and psychometric perspectives in medical selection

Chiavaroli,

Le,

Parker‐Newlyn

et al. 2023

Int J Selection Assessment

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Scores on cognitive ability tests used in tertiary admissions contexts generally have very limited currency. This can have significant implications for prospective applicants to high‐demand courses which use cognitive tests as part of the selection process. In this paper we present both psychometric and non‐psychometric considerations regarding the score currency of ability tests, using GAMSAT (Graduate Medical School Admissions Test) as an example. We found that GAMSAT scores showed sufficient stability at the cohort level for institutions to be reasonably confident that a test score would continue to provide a valid representation of cognitive ability for up to a 5‐year period. However, candidates’ pre‐test preparation will influence whether it is in their interest to re‐sit a test even within an extended currency period.

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Empathy, Burnout, and the Hidden Curriculum in Medical Training

Khan

Martimianakis

2019

Teaching Empathy in Healthcare

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Exploring the Socialization Experiences of Medical Students From Social Science and Humanities Backgrounds

Abstract: Supplemental digital content for Lam JTH, Hanson MD, Martimianakis MA. Exploring the socialization experiences of medical students from social science and humanities backgrounds. Acad Med.

Cited by 12 publications

References 67 publications

Pathways and identity: toward qualitative research careers in child and adolescent psychiatry

Pathways and identity: toward qualitative research careers in child and adolescent psychiatry

Should we extend the currency of cognitive ability test scores? Considerations from construct, equity, and psychometric perspectives in medical selection

Empathy, Burnout, and the Hidden Curriculum in Medical Training

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