의과대학생의 ‘의사소통’에 대한 인식에 따른 의료경험간의 관계: 은유분석을 중심으로
The relationship between medical experiences according to medical students’ perception of ‘communication’: with a focus on metaphor analysis
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Background : This study investigated how premedical students conceptualize “communication” through metaphor analysis and examined how these perceptions relate to their own patient experiences. Methods : A cross-sectional online survey was conducted with second-year premedical students at one medical school (133 valid responses). Students responded to sentence completion prompts such as “Communication is ( ), because ( )” and described personal experiences of trust or discomfort in healthcare settings. Metaphors were analyzed through systematic categorization, with consensus coding performed by two raters. Patient experience themes were mapped to the metaphor categories. Results : Two main cognitive models were identified. First, the mechanical interaction model, which views communication as a tool or linear process (e.g., connection, explanation, problem-solving). Students in this group valued clarity, structure, visual aids, and Q&A, and reported discomfort during rushed or one-sided encounters. Second, the organic interaction model, which sees communication as relational and context-dependent (e.g., collaboration, empathy, identity). These students felt trust when they were listened to and respected, and discomfort when they experienced poor listening or disengagement. Negative experiences often led to passive coping strategies such as avoiding follow-up visits, switching providers, or remaining silent. Conclusion : Therefore, to enhance medical communication competency, it is necessary to utilize educational strategies such as implementing an educational program that integrates two cognitive models, providing customized education methods that reflect students’ diverse communication perceptions, and strengthening experience-based learning
Abstract
Background : This study investigated how premedical students conceptualize “communication” through metaphor analysis and examined how these perceptions relate to their own patient experiences. Methods : A cross-sectional online survey was conducted with second-year premedical students at one medical school (133 valid responses). Students responded to sentence completion prompts such as “Communication is ( ), because ( )” and described personal experiences of trust or discomfort in healthcare settings. Metaphors were analyzed through systematic categorization, with consensus coding performed by two raters. Patient experience themes were mapped to the metaphor categories. Results : Two main cognitive models were identified. First, the mechanical interaction model, which views communication as a tool or linear process (e.g., connection, explanation, problem-solving). Students in this group valued clarity, structure, visual aids, and Q&A, and reported discomfort during rushed or one-sided encounters. Second, the organic interaction model, which sees communication as relational and context-dependent (e.g., collaboration, empathy, identity). These students felt trust when they were listened to and respected, and discomfort when they experienced poor listening or disengagement. Negative experiences often led to passive coping strategies such as avoiding follow-up visits, switching providers, or remaining silent. Conclusion : Therefore, to enhance medical communication competency, it is necessary to utilize educational strategies such as implementing an educational program that integrates two cognitive models, providing customized education methods that reflect students’ diverse communication perceptions, and strengthening experience-based learning