일개 의과대학 본과 4학년의 롤 모델링 경험과 성찰수준 분석: 임상실습을 중심으로
Analysis of Role Modeling Experiences and Reflection Level of Fourth‐Year Medical Students at a Single Medical College: A Focus on the Clinical Clerkship
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study aimed to analyze the subjects, situations, and reflection levels related to role modeling experienced by medical students during their clinical clerkship and their own reflections. This study intends to suggest ways of improving how residents and clinical faculty should treat and teach medical students. Written interviews were conducted regarding senior medical students’ role modeling experiences during their clinical clerkships in 2018 and 2019. Content analysis was conducted for a total of 224 cases from 196 students. Content analysis revealed three types of role modeling content: subjects (faculty, residents, nurses, peer students), situations (clinical competence, personal qualities, teaching skills), and the level of reflection (critical reflection, reflection, thoughtful action, and habitual action) in each case. As role model subjects, faculty were found to be the paramount role model (n=142, 62.83%). Role modeling was the most frequently performed for clinical competence (n=103, 45.98%). Clinical competence was frequently shown in communication and empathic listening during rounds and outpatient relationships between the patient and doctor. Regarding the level of reflection for role modeling, the number of critical reflections was 86 (38.39%) and that of reflections was 80 (35.71%). In particular, negative role modeling showed a high level of critical reflection in relation to faculty (64.44%) and nurses (8.89%). In conclusion, role modeling of medical students participating in clinical clerkships occurs in situations that the role models are not aware of, with positive or negative effects on the formation of professional identity among medical students.
Abstract
This study aimed to analyze the subjects, situations, and reflection levels related to role modeling experienced by medical students during their clinical clerkship and their own reflections. This study intends to suggest ways of improving how residents and clinical faculty should treat and teach medical students. Written interviews were conducted regarding senior medical students’ role modeling experiences during their clinical clerkships in 2018 and 2019. Content analysis was conducted for a total of 224 cases from 196 students. Content analysis revealed three types of role modeling content: subjects (faculty, residents, nurses, peer students), situations (clinical competence, personal qualities, teaching skills), and the level of reflection (critical reflection, reflection, thoughtful action, and habitual action) in each case. As role model subjects, faculty were found to be the paramount role model (n=142, 62.83%). Role modeling was the most frequently performed for clinical competence (n=103, 45.98%). Clinical competence was frequently shown in communication and empathic listening during rounds and outpatient relationships between the patient and doctor. Regarding the level of reflection for role modeling, the number of critical reflections was 86 (38.39%) and that of reflections was 80 (35.71%). In particular, negative role modeling showed a high level of critical reflection in relation to faculty (64.44%) and nurses (8.89%). In conclusion, role modeling of medical students participating in clinical clerkships occurs in situations that the role models are not aware of, with positive or negative effects on the formation of professional identity among medical students.
참고문헌 (34)
- Ficklin FL, "Faculty and house staffmembers as role models", J Med Educ, 63(5), pp.392~396 (1988)
- Wright S, "The impact of role models on medical students", J Gen Intern Med, 12(1), pp.53~56 (1997)
- Mann KV, "Faculty development in the health professions: a focus on research and practice", pp.245~264 (2014), Springer Netherlands
- Passi V, "The impact of positive doctor role modeling", Med Teach, 38(11), pp.1139~1145 (2016)
- Cruess SR, "Role modelling : making the most of a powerful teaching strategy", BMJ, 336(7646), pp.718~721 (2008)
- Burgess A, "Role modelling in medical education : the importance of teaching skills", Clin Teach, 13(2), pp.134~137 (2016)
- Adkoli BV, "Medical students’ perception of professionalism : a qualitative study from Saudi Arabia", Med Teach, 33(10), pp.840~845 (2011)
- Mohammadi E, "Exploring clinical educators’ perceptions of role modeling after participating in a role modeling educational program", Med Teach, 43(4), pp.397~403 (2021)
- Passi V, "Doctor role modelling in medical education : BEME guide no. 27", Med Teach, 35(9), pp.e1422~36 (2013)
- Wright S, "Examining what residents look for in their role models", Acad Med, 71(3), pp.290~292 (1996)
- Elzubeir MA, "Identifying characteristics that students, interns and residents look for in their role models", Med Educ, 35(3), pp.272~277 (2001)
- Yazigi A, "Clinical teachers as role models : perceptions of interns and residents in a Lebanese medical school", Med Educ, 40(7), pp.654~661 (2006)
- Wyber R, Egan T, "For better or worse : role models for New Zealand house officers", N Z Med J, 120(1253), pp.U2518~ (2007)
- Lombarts KM, "Good clinical teachers likely to be specialist role models : results from a multicenter cross-sectional survey", PLoS One, 5(12), pp.e15202~ (2010)
- Joubert PM, "Medical students on the value of role models for developing ‘soft skills’ : "that’s the way you do it"", Afr J Psychiatry, 9(1), pp.28~32 (2006)
- Weissmann PF, "Role modeling humanistic behavior : learning bedside manner from the experts", Acad Med, 81(7), pp.661~667 (2006)
- Wright SM, "Which values do attending physicians try to pass on to house officers?", Med Educ, 35(10), pp.941~945 (2001)
- Murakami M, "The perception of the hidden curriculum on medical education : an exploratory study", Asia Pac Fam Med, 8(1), pp.9~ (2009)
- Wear D, "Derogatory and cynical humour directed towards patients : views of residents and attending doctors", Med Educ, 43(1), pp.34~41 (2009)
- 한희영, "전문직 정체성 형성 및 촉진을 위한 의학교육 현황과 고려점", 의학교육논단, 23(2), pp.80~89 (2021), 연세대학교 의과대학
- Benbassat J, "Role modeling in medical education : the importance of a reflective imitation", Acad Med, 89(4), pp.550~554 (2014)
- Holden MD, "Professional identity formation : creating a longitudinal framework through TIME(Transformation in Medical Education)", Acad Med, 90(6), pp.761~767 (2015)
- Abrams MP, "Reflective writing on the cadaveric dissection experience : an effective tool to assess the impact of dissection on learning of anatomy, humanism, empathy, well-being, and professional identity formation in medical students", Anat Sci Educ, 14(5), pp.658~665 (2021)
- Cunningham H, "Looking back to move forward : first-year medical students’meta-reflections on their narrative portfolio writings", Acad Med, 93(6), pp.888~894 (2018)
- Wald HS, "Grappling with complexity : medical students’ reflective writings about challenging patient encounters as a window into professional identity formation", Med Teach, 41(2), pp.152~160 (2019)
- Wald HS, "Fostering and evaluating reflective capacity in medical education : developing the REFLECT rubric for assessing reflective writing", Acad Med, 87(1), pp.41~50 (2012)
- Stern DT, "The developing physician : becoming a professional", N Engl J Med, 355(17), pp.1794~1799 (2006)
- Mohammadi E, "Clinical teachers’ perceptions of role modeling : a qualitative study", BMC Med Educ, 21(1), pp.261~ (2021)
- Bahmanbijari B, "The perspective of medical students regarding the roles and characteristics of a clinical role model", Electron Physician, 9(4), pp.4124~4130 (2017)
- Armyanti I, "Dealing with negative role modelling in shaping professional physician : an exploratory study", J Pak Med Assoc, 70(9), pp.1527~1532 (2020)
- Burgess A, "Role modelling of clinical tutors : a focus group study among medical students", BMC Med Educ, 15, pp.17~ (2015)
- Keis O, "How do German medical students perceive role models during clinical placements("Famulatur")? : an empirical study", BMC Med Educ, 19(1), pp.184~ (2019)
- Branch WT Jr, "A multi-institutional longitudinal faculty development program in humanism supports the professional development of faculty teachers", Acad Med, 92(12), pp.1680~1686 (2017)
- Hsieh HF, "Three approaches to qualitative content analysis", Qual Health Res, 15(9), pp.1277~1288 (2005)