What Students Experienced: A Narrative Analysis of Essays Written by First‐Year Medical Students Participating in a Geriatrics Home Visit

O'Donnell, Linsey; Carson, Lesley; Forciea, Mary Ann; Kinosian, Bruce; Shea, Judy A.; Yudin, Jean; Miller, Rachel

doi:10.1111/jgs.12405

Cited by 14 publications

(15 citation statements)

References 22 publications

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“…By entering the patients’ homes and objectively viewing the home setting, students were better able to get a sense of the aging person’s life outside of the clinical setting. Similar findings were found with students who worked in the homes of disabled elderly, increasing the students’ recognition of the importance of the home modifications and social support to the patients’ well-being [ 20 ]. Additionally, a similar program increased students’ awareness of the impact that the complexity of the health care system has on elderly patients’ health [ 28 ].…”

Section: Discussionsupporting

confidence: 74%

“…For several years there have been efforts to increase exposure to the geriatric patient population in undergraduate medical education in the US [ 19 ]. Several programs have been developed at different medical schools to facilitate this goal and create innovative ways for students to interact with the aging population during the formative years of their medical career [ 20 - 26 ]. Authenticity has been cited by students as one of the biggest advantages of working with real patients in the community as opposed to standardized patients [ 27 ].…”

Section: Discussionmentioning

confidence: 99%

“…The students’ positive attitudes about the elderly influence views of their future career and care for the growing aging population. Like the students in this study, medical students have noted a change in not only knowledge about geriatric care, but also awareness regarding the level of happiness and independence geriatric patients can have in their life despite debilitating disabilities [ 20 , 22 ]. Patients’ levels of social engagement and physical activity are additional aspects of their quality of life which is surprising for most students [ 21 ].…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

A Preliminary Qualitative Evaluation of an In-home Geriatric Care Elective Experience for Third-year Medical Students

Nagle¹,

Berry²,

Gorman

et al. 2018

Cureus

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Introduction: The aging population is growing quickly and has a higher prevalence of comorbid and chronic diseases. A majority of this group resides in the home setting. The purpose of this study was to examine the attitudes of third-year medical students following a pilot component of an internal medicine clerkship, consisting of four in-home visits with geriatric patients.Methods: A qualitative study design, utilizing focus groups, was used to assess general themes in students’ responses regarding their attitudes to geriatrics, the field of geriatrics and the in-home care pilot program.Results: Twelve students participated in three focus group sessions. Six themes were identified across all focus group sessions. These included 1) distinct advantages to the home setting, 2) more time for relationship building, 3) increased insight to the aging process, 4) increased compassion, 5) suggestions for program improvement, and 6) future quality of care.Conclusion: The results demonstrate that students found the program to be of value to their medical education. Students developed positive attitudes and compassion for the elderly community. The insight they gained during this program may allow them to understand their role in caring for increasing numbers of aging patients in future populations. Suggestions made by the students showed their perceived value of the program and desire for it to continue for future students. Future studies should utilize validated tools and more longitudinal study designs to assess temporal changes in attitudes.

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Section: Discussionsupporting

confidence: 74%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

A Preliminary Qualitative Evaluation of an In-home Geriatric Care Elective Experience for Third-year Medical Students

Nagle¹,

Berry²,

Gorman

et al. 2018

Cureus

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“…9 Moreover, O'Donnell and colleagues investigated first-year medical students' learning experiences of attending house call practice in geriatric medicine. 10 In their study, the students could pay more attention to the functional impairment of elderly people and realize the importance of family support for the patients. Yuen and colleague.…”

Section: Introductionmentioning

confidence: 99%

Experiential learning of overnight home care by medical trainees for professional development: an exploratory study

et al. 2020

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Objectives: In an ageing society, community-based medical education in a home care setting needs to be developed. Drawing on Kolb's experiential learning theory, this study aimed to explore the learning processes in overnight home care by medical trainees in terms of their understanding of terminally ill patients and their conceptualization of themselves as future physicians. Methods: An overnight home care program in which a trainee had to take care of terminally ill patients on his/her own under the supervision of a healthcare team was conducted. Nineteen trainees, including eight medical students and 11 residents, participated in this study. Text data of reflective reports written after the overnight care were collected and thematically analyzed. Results: The trainees' learning experiences in the program were categorized into four stages: predeparture, concrete experience, reflective observation and abstract conceptualization. Although they had mixed feelings, including anxiety, fear and expectations, at the predeparture stage, they could be actively involved in providing medical care and daily life support and in taking care of dying patients at the patients' homes overnight. By reflecting on their experiences, they gained a sense of achievement and identified the aspects upon which they should improve as future physicians. Subsequently, based on their reflective observation, they conceptualized their approaches to home care and the roles/responsibilities of physicians as healers, which led to professional identity formation. Conclusions: Overnight home care by medical trainees has the potential as an educational strategy to promote their realistic understanding of home care and facilitate professional identity formation.

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“…8 , 9 In a particular study, first-year medical students conducting a geriatrics home visit were required to write an essay about the visit, which helped them to become aware of pertinent information in a specific personal context. 10 An educational program in which nurses wrote a narrative about their most memorable experiences as preceptors was reported to promote reflection on nursing practices and to cultivate growth. 11 Carson’s educational program 12 asked students to recall some point in their career when they felt conflict and to write a narrative about that experience; following that, in-class sessions, students formed groups and debated the problems described for approximately 30 minutes.…”

Section: Introductionmentioning

confidence: 99%

Narrative writing as a strategy for nursing ethics education in Japan

Tsuruwaka

Asahara

2018

Int J Med Educ

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ObjectivesThe purpose of this study was to explore the effectiveness of learning ethics of nursing practice using narrative writing. MethodsStudy design was qualitative descriptive research. The participants were 90 graduate students who took nursing ethics classes, of whom 86 graduate students (4 males and 82 females) agreed to this study. The data gathered for analysis were their narratives described as feeling uncomfortable in clinical settings and their comment sheets after narrative group work in nursing ethics classes. We used qualitative content analysis to identify graduate students’ awareness gained through narrative writing and narrative group work. ResultsAs a feature of the scenes described by graduate students, there were often conflicts that patients’ autonomy were not respected, or that they were not able to engage in sincere engagement. The narrative writing was effective to make graduate students aware of the following two aspects: 1) habits and trends in one’s own thoughts and 2) organizational and administrative issues related to ethical issues. ConclusionsLearning ethics of nursing practice using narrative writing that focused on nurses’ sentiments helped reveal nurses’ thoughts as well as their attitudes and approaches to patients. These findings suggest that narrative writing in nursing ethics education could lead to ethical practice. Additionally, our results indicate that narrative writing in research may be helpful as a strategy to clarify ethical issues and the awareness of nurses in clinical settings.

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What Students Experienced: A Narrative Analysis of Essays Written by First‐Year Medical Students Participating in a Geriatrics Home Visit

Cited by 14 publications

References 22 publications

A Preliminary Qualitative Evaluation of an In-home Geriatric Care Elective Experience for Third-year Medical Students

A Preliminary Qualitative Evaluation of an In-home Geriatric Care Elective Experience for Third-year Medical Students

Experiential learning of overnight home care by medical trainees for professional development: an exploratory study

Narrative writing as a strategy for nursing ethics education in Japan

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