The anatomy and physiology of conflict in medical education: a doorway to diagnosing the health of medical education systems

Sawa, Russell J.; Phelan, Anne M.; Myrick, Florence; Barlow, Connie; Hurlock, Deb; Rogers, Gayla

doi:10.1080/01421590600969462

Cited by 10 publications

(8 citation statements)

References 7 publications

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“…Second, it is essential to search for role models with a consolidated professional identity who are capable of aligning personal and professional identities under the same moral umbrella. Role models who, nurtured by a repertoire of previous experiences, can cope, signify and deal with the emotions aroused when facing moral dilemmas 65 . Role models capable of respecting students and opening a communication channel for students to share their traumatic experiences 66 .…”

Section: Discussionmentioning

confidence: 99%

‘I found myself a despicable being!’: Medical students face disturbing moral dilemmas

et al. 2021

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Context The psychological realm of medical students' moral experiences is explored tangentially in medical education literature, often in the context of ethics or professionalism education. This study deepens our understanding by (a) investigating the nature of moral dilemmas experienced at the onset of clinical practice, (b) exploring students' emotional response to these dilemmas, and (c) examining how students perceive the influence of these dilemmas on their professional development. Methods This is a cross‐sectional qualitative study carried out in 2017 that applied thematic template analysis to individual interviews performed with last‐year medical students. The interviews followed the drawing of a Rich Picture representing moral dilemmas experienced by medical students at the onset of clinical practice. Results Moral dilemmas have four intertwined dimensions. The first relates to students' struggle to prioritise, balance and apply conflicting moral values; the second comprises the clash between students' inner motivation and the external constraints that limit the moral action; the third refers to the conflict between students' current attitudes with the desired/idealised attitudes of the doctor they intend to become; and the fourth corresponds to weighting conflicting ethical principles during the moral decision. Students' emotional responses are intense and long‐lasting, and with a remarkable residue effect, particularly when the moral decision does not align with their moral beliefs. Moral dilemmas are impactful experiences that affect the professional development of medical students and can culminate in both detachment and growth in moral courage. Conclusion Moral dilemmas are memorable, complex and emotionally intense experiences that impact the professional development of medical students. Understanding students' moral dilemmas can help educators to devise pedagogical activities to anticipate and reflect on these experiences. These activities should happen under the guidance of a non‐judgemental facilitator, capable of listening and legitimating students' thoughts and feelings while providing insights to nurture their professional development.

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Section: Discussionmentioning

confidence: 99%

‘I found myself a despicable being!’: Medical students face disturbing moral dilemmas

et al. 2021

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“…What drives potential conflict within the medical education environment has been well described. According to Sawa et al (2006) from a student perspective, unrealistically high expectations, stress, competition, the need to be evaluated (and the high stakes nature of those evaluations), a culture of fear and the intensity of the learning experience in medicine all contribute to the likelihood of conflict. Additionally, they argue that the culture of medical education can promote isolation and that it can be rigid and communication is sometimes indirect or masked.…”

Section: Introductionmentioning

confidence: 99%

Conflict between clinician teachers and their students: the clinician perspective

Shanahan

Vleuten

Schuwirth

2019

Adv in Health Sci Educ

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“…Indeed, there is evidence that medical students face unique academic 2 Journal of Biomedical Education challenges that render them more vulnerable to stress and anxiety than students of other disciplines [9][10][11]. College students, especially freshmen, are particularly prone to stress due to the transitional nature of college life, where college life compels students to acquire entirely new social skills and also to take responsibility for their own personal needs [8,12].…”

Section: Introductionmentioning

confidence: 99%

Sources of Stress and Coping Strategies among Undergraduate Medical Students Enrolled in a Problem-Based Learning Curriculum

Bamuhair

Farhan

Althubaiti

et al. 2015

Journal of Biomedical Education

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Background. Medical education is rated as one of the most difficult trainings to endure. Throughout their undergraduate years, medical students face numerous stressors. Coping with these stressors requires access to a variety of resources, varying from personal strengths to social support. We aimed to explore the perceived stress, stressors, and coping strategies employed by medical students studying in a problem-based learning curriculum. Methodology. This is a cross-sectional study of randomly selected medical students that explored demographics, perceived stress scale, sources of stress, and coping strategies. Results. Of the 378 medical students that participated in the study, males were 59.3% and females 40.7%. Nearly 53% of the students often felt stressed, and a third felt that they could not cope with stress. Over 82% found studying stressful and 64.3% were not sleeping well. Half of the students reported low self-esteem. Perceived stress scores were statistically significantly high for specific stressors of studying in general, worrying about future, interpersonal conflict, and having low self-esteem. Coping strategies that were statistically significantly applied more often were blaming oneself and being self-critical, seeking advice and help from others, and finding comfort in religion. Female students were more stressed than males but they employ more coping strategies as well. Conclusions. Stress is very common among medical students. Most of the stressors are from coursework and interpersonal relationships. Low self-esteem coupled with self-blame and self-criticism is quite common.

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The anatomy and physiology of conflict in medical education: a doorway to diagnosing the health of medical education systems

Abstract: This qualitative study uses data from students, teachers and administrators to deepen our understanding of conflict in medical education, its nature and its consequences.

Cited by 10 publications

References 7 publications

‘I found myself a despicable being!’: Medical students face disturbing moral dilemmas

‘I found myself a despicable being!’: Medical students face disturbing moral dilemmas

Conflict between clinician teachers and their students: the clinician perspective

Sources of Stress and Coping Strategies among Undergraduate Medical Students Enrolled in a Problem-Based Learning Curriculum

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