Learning Medicine With, From, and Through the Humanities

Chiavaroli, Neville; Huang, Chiung‐Yi; Monrouxe, Lynn V.

doi:10.1002/9781119373780.ch16

Cited by 13 publications

(20 citation statements)

References 122 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A total of n=48 participants were recruited, comprising: n=28 (58%) males, including n=24 (58% male) sixth-grade students and n= 24(58% male) seventh-grade students. The participants' mean ages were 25.08 [24][25][26][27][28][29][30][31] years. Forty-eight sixth-and seventh-year medical students with experiences of active learning methods were purposively selected to participate in ten focus group interviews.The lists of students with experience of active learning in Chang Gung Memorial Hospital (CGMH) Linkou branch were rst collected from the clerkship and internship in department of internal medicine, then purposely selected by investigators and invited by telephone.Informed consent was obtained from all participants.…”

Section: Participantsmentioning

confidence: 99%

“…It is one of the most frequently cited social factors in healthcare research in East Asian countries [28]and has also signi cantly in uenced the learning styles in medical education in these countries, which need to be questioned and understood within the complex of local cultural in uences [29,30].Students therefore are more likely to limit their individual development by depending purely on the teacherteaching, and their ideas,which inhibits students from doing their own critical thinking. Moreover, students are also in uenced by the oriental concept of "respecting teachers" while learning from them.…”

Section: Cultural Domainmentioning

confidence: 99%

See 1 more Smart Citation

Active Learning of Medical Students in Taiwan: Arealist Evaluation

Huang

Tseng

Jenq

et al. 2020

Preprint

Self Cite

View full text Add to dashboard Cite

Abstract BackgroundActive learning is defined as any instructional method that engages students in the learning process. Cultural differences in learning patterns can play an important role in engagement with active learning. We aimed to examine process models of active learning to understand what works, for whom and why.MethodsForty-eight sixth- and seventh-year medical students with experience of active learning methods were purposively selected to participate in ten group interviews. Interactions around active learning were analysed using a realist evaluation framework to unpack the ‘context-mechanism-outcome’ (CMO) configurations.ResultsThree core CMO configurations including cultural, training and individual domains were identified. In the cultural context of a strong hierarchical culture, the mechanisms of fear prompted students to be silent (outcome), daring not to share their opinions. In the training context of teacher-student familiarity alongside teachers’ guidance, the mechanisms of learning motivation, self-regulation and enthusiasm are triggered, prompting positive learning outcomes and competencies (outcome). In the individual context of learning how to learn actively at an early stage within the medical learning environment, the mechanisms of internalisation, professional identity and stress, resulted in recognised active learning and advanced preparation (outcomes).ConclusionsWe identified three CMO configurations of Taiwanese medical students’ active learning. The connections between hierarchical culture, fear, teachers’ guidance, motivation, the medical environment and professional identity have been shown to affect the complex interactions of learning outcomes. Fear derived from a hierarchical culture is a concern as it is a significant and specific contextual factor, often sparking fear with negative outcomes.

show abstract

Section: Participantsmentioning

confidence: 99%

Section: Cultural Domainmentioning

confidence: 99%

Active Learning of Medical Students in Taiwan: Arealist Evaluation

Huang

Tseng

Jenq

et al. 2020

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

“…East Asian education is often referred to as Confucian-heritage education, wherevirtue is achieved primarily bylearning from teachers,imitating their attitudes [25,26].Confucian culture has undoubtedly been a signi cant in uence on thinking on all aspects of society, unmatched by any other school of thought [27]. It is one of the most frequently cited social factors in healthcare research in East Asian countries [28]and has also signi cantly in uenced the learning styles in medical education in these countries, which need to be questioned and understood within the complex of local cultural in uences [29,30].Students therefore are more likely to limit their individual development by depending purely on the teacherteaching, and their ideas,which inhibits students from doing their own critical thinking. Moreover, students are also in uenced by the oriental concept of "respecting teachers" while learning from them.…”

Section: Cultural Domainmentioning

confidence: 99%

Active learning of medical students in Taiwan: A realist evaluation

Huang

Tseng

Jenq

et al. 2020

Preprint

Self Cite

View full text Add to dashboard Cite

Background: Active learning is defined as any instructional method that engages students in the learning process. Cultural differences in learning patterns can play an important role in engagement with active learning. We aimed to examine process models of active learning to understand what works, for whom and why. Methods: Forty-eight sixth- and seventh-year medical students with experience of active learning methods were purposively selected to participate in ten group interviews. Interactions around active learning were analysed using a realist evaluation framework to unpack the ‘context-mechanism-outcome’ (CMO) configurations. Results: Three core CMO configurations, including cultural, training and individual domains, were identified. In the cultural context of a strong hierarchical culture, the mechanisms of fear prompted students to be silent (outcome) and dare not give their opinions. In the training context of teacher-student familiarity alongside teachers’ guidance, the mechanisms of learning motivation, self-regulation and enthusiasm were triggered, prompting positive learning outcomes and competencies (outcome). In the individual context of learning how to learn actively at an early stage within the medical learning environment, the mechanisms of internalisation, professional identity and stress resulted in recognising active learning and advanced preparation (outcomes). Conclusions: We identified three CMO configurations of Taiwanese medical students’ active learning. The connections among hierarchical culture, fear, teachers’ guidance, motivation, the medical environment and professional identity have been shown to affect the complex interactions of learning outcomes. Fear derived from a hierarchical culture is a concern as it is a significant and specific contextual factor, often sparking fear with negative outcomes.

show abstract

“…The narrative concept therefore has been advocated as a framework for practice and proposed ideal (holistic) care while providing the means to gain competence. It is unsurprising therefore that medical schools around the world have introduced narrative medicine as part of their medical humanities programmes in their undergraduate curricula 18…”

Section: Introductionmentioning

confidence: 99%

“…Evidence for the benefit of narrative medicine interventions suggests that it can enhance empathy, observational skills, emotional awareness, communication skills, deepen critical thinking and reflective practice, and other factors associated with holistic care 18 25 26. Furthermore, a systematic review of the literature on narrative medicine has found the outcomes for patients to be efficacious in terms of decreasing pain; increasing well-being (related to illness), confidence and cooperation; and decreasing stress and feelings of alienation 27.…”

Section: Introductionmentioning

confidence: 99%

The influence of narrative medicine on medical students’ readiness for holistic care practice: a realist synthesis protocol

2019

Self Cite

View full text Add to dashboard Cite

IntroductionHolistic healthcare considers the whole person—their body, mind, spirit and emotions—and has been associated with narrative medicine practice. Narrative medicine is medicine performed with narrative skill and has been offered as a model for humanism and effective medical practice. Narrative medicine interventions have been associated with physicians’ increased empathy and more meaningful interactions with patients about managing their illness and preventative medicine. However, while there is some evidence that certain groups are more open to narrative practices (eg, traditional vs Western medical students), the extent to which narrative medicine interventions during undergraduate medical education impacts on students’ readiness for holistic care, as well as the underlying reasons why, is unknown.Methods and analysisRealist review is a theory-driven approach to evaluate complex interventions. It focuses on understanding how interventions and programmes work (or not) in their contextual setting. This realist synthesis aimed to formulate a theory around the influence of narrative medicine medical students’ readiness for holistic care practice. We will follow Pawson’s five steps: locate existing theories, search strategy, study selection, data extraction, data analysis and synthesis. We will use the following electronic databases: Web of Science, Medline, Scopus and Embase. Articles between January 2008 and September 2018 will be included. Results will be written according to the RAMESES (Realist And Meta-narrative Evidence Syntheses: Evolving Standards) standard for reporting realist syntheses.Ethics and disseminationEthics approval was obtained from the Chang Gung Memorial Hospital for the wider study. The findings of this review will provide useful information for academics and policymakers, who will be able to apply the findings in their context when deciding whether and how to introduce narrative medicine programmes into medical students’ curricula. We will publish our findings in peer-reviewed journals and international conferences.PROSPERO registration numberCRD42018115447.

show abstract

Learning Medicine With, From, and Through the Humanities

Cited by 13 publications

References 122 publications

Active Learning of Medical Students in Taiwan: Arealist Evaluation

Active Learning of Medical Students in Taiwan: Arealist Evaluation

Active learning of medical students in Taiwan: A realist evaluation

The influence of narrative medicine on medical students’ readiness for holistic care practice: a realist synthesis protocol

Contact Info

Product

Resources

About