Continuous Curricular Feedback

Goldfarb, Stanley; Morrison, Gail

doi:10.1097/acm.0000000000000103

“…To clarify how and what students learned through the sessions based on the Rashomon approach, we developed a feedback survey to assess the utility of the curriculum and to determine which concepts the students perceived as most beneficial after completing the four modules [30,31]. A questionnaire and a survey were designed to understand the strengths and the weakness of the curriculum.…”

Section: Data Collectionmentioning

confidence: 99%

What is the impact of the Rashomon Approach in primary care education? : An educational case report of Implementing Dialogue and Improvisation into Medical Education

Takamura

¹

,

Imafuku

²

2021

Preprint

0

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Background:The excessive sub-divided or concrete pre-determined objectives found in the technological approach in contemporary medical education curricula may hinder the students’ spontaneous learning about diverse needs and values in care. However, medical professionals must learn the diversity for care or a variety of social factors of the patients influencing decision making in daily practice.Methods:We introduced a new method of curriculum development called the Rashomon approach. For testing the Rashomon approach, educational activities to teach the diversity in primary care were developed in four modules: 1) explication of the competency without specifying sub-objectives; 2) dialogue among multiple professional students; 3) visits and interviews of the patients; 4) dialogue with teachers' improvisation. The students’ outcomes and responses were quantitatively and qualitatively analyzed.Results:A total of 135 medical students joined this study in 2017. The descriptive data suggested that the key concepts of diversity in primary care were fully recognized and that the pre-determined general goals were achieved. Scores on the understanding of social factors in medicine, respect for other professionals, professional identity, and satisfaction with the course were very high.Conclusion:Instead of the technological approach, the Rashomon approach, in which only a general goal guides educational activities was used in this research. Improvisation and dialogue fit the approach and were potentially effective activities to learn the multifaceted practice of medicine. In an era of competency-based education, the Rashomon approach could be a very useful framework in primary care education.

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“…To clarify how and what students learned through the sessions based on the Rashomon approach, we developed a feedback survey to assess the utility of the curriculum and to determine which concepts the students perceived as most bene cial after completing the four modules [30,31]. A questionnaire and a survey were designed to understand the strengths and the weakness of the curriculum.…”

Section: Data Collectionmentioning

confidence: 99%

What is the Impact of the Rashomon Approach in Primary Care Education?: An Educational Care Report of Implementing Dialogue and Improvisation Into Medical Education

Takamura

¹

,

Imafuku

²

2020

Preprint

0

View full text Add to dashboard Cite

Background:The excessive sub-divided or concrete pre-determined objectives found in the technological approach in contemporary medical education curricula may hinder the students’ spontaneous learning about diverse needs and values in care. However, medical professionals must learn the diversity for care or a variety of social factors of the patients influencing decision making in daily practice.Methods:We introduced a new method of curriculum development called the Rashomon approach. For testing the Rashomon approach, educational activities to teach the diversity in primary care were developed in four modules: 1) explication of the competency without specifying sub-objectives; 2) dialogue among multiple professional students; 3) visits and interviews of the patients; 4) dialogue with teachers' improvisation. The students’ outcomes and responses were quantitatively and qualitatively analyzed.Results:A total of 135 medical students joined this study in 2017. The descriptive data suggested that the key concepts of diversity in primary care were fully recognized and that the pre-determined general goals were achieved. Scores on the understanding of social factors in medicine, respect for other professionals, professional identity, and satisfaction with the course were very high.Conclusion:Instead of the technological approach, the Rashomon approach, in which only a general goal guides educational activities was used in this research. Improvisation and dialogue fit the approach and were potentially effective activities to learn the multifaceted practice of medicine. In an era of competency-based education, the Rashomon approach could be a very useful framework in primary care education.

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“…Studenter kan vaere forutinntatt om bl.a. kjønn og etnisitet, og evalueringer som gjennomføres etter at et kurs eller emne er fullført, kan vaere unyanserte og påvirket av eksamensresultater (11).…”

Section: Diskusjonunclassified

Et system for studentevaluering av forelesninger ved medisinstudiet i Oslo

Stokke¹,

Solberg²,

Grøttum³

et al. 2019

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Et system for studentevaluering av forelesninger ved medisinstudiet i Oslo ORIGINALARTIKKEL SUNNEVA STOKKE Det medisinske fakultet Universitetet i Oslo Hun har bidratt med idé, utforming/design, datainnsamling, analyse og tolking av data, litteratursøk, utarbeiding/revisjon av selve manuset og godkjenning av innsendte manusversjon. Sunneva Stokke er medisinstudent. Forfatteren har fylt ut ICMJE-skjemaet og oppgir ingen interessekonflikter. INGEBORG L. SOLBERG Det medisinske fakultet Universitetet i Oslo Hun har bidratt med idé, utforming/design, tolking av data, utarbeiding/revisjon av selve manuset og godkjenning av innsendte manusversjon. Ingeborg L. Solberg er medisinstudent. Forfatteren har fylt ut ICMJE-skjemaet og oppgir ingen interessekonflikter. PER GRØTTUM Seksjon for medisinsk informatikk Det medisinske fakultet Universitetet i Oslo Han har bidratt med utforming/design, tolking av data, utarbeiding/revisjon av selve manuset og godkjenning av innsendte manusversjon. Per Grøttum er professor i medisinsk informatikk. Forfatteren har fylt ut ICMJE-skjemaet og oppgir ingen interessekonflikter. KNUT E.A. LUNDIN Institutt for klinisk medisin Det medisinske fakultet Universitetet i Oslo Han har bidratt med utforming/design, tolking av data, utarbeiding/revisjon av selve manuset og godkjenning av innsendte manusversjon. Knut E.A. Lundin er professor og utdanningsleder. Forfatteren har fylt ut ICMJE-skjemaet og oppgir ingen interessekonflikter. KRISTIN M. HEGGEN Seksjon for ledelse Det medisinske fakultet Universitetet i Oslo Hun har bidratt med utforming/design, tolking av data, utarbeiding/revisjon av selve manuset og

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Continuous Curricular Feedback

Cited by 32 publications

References 11 publications

What is the impact of the Rashomon Approach in primary care education? : An educational case report of Implementing Dialogue and Improvisation into Medical Education

What is the impact of the Rashomon Approach in primary care education? : An educational case report of Implementing Dialogue and Improvisation into Medical Education

What is the Impact of the Rashomon Approach in Primary Care Education?: An Educational Care Report of Implementing Dialogue and Improvisation Into Medical Education

Et system for studentevaluering av forelesninger ved medisinstudiet i Oslo

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