Facing uncertainty as a medical student—A qualitative study of their reflective learning diaries and writings on specific themes during the first clinical year

Nevalainen, Maarit; Mäntyranta, Taina; Pitkälä, Kaisu H.

doi:10.1016/j.pec.2009.07.011

Cited by 104 publications

(116 citation statements)

References 27 publications

Supporting

Mentioning

106

Contrasting

Unclassified

Order By: Relevance

“…These views expressed in the focus groups concord with the higher levels of self-efficacy reported by the fifth year students. This aligns with research that suggests students' tolerance for uncertainty in medical education increases throughout their course of study (Hancock, Roberts, Monrouxe, & Mattick, 2015;Nevalainen, Mantyranta, & Pitkala, 2010). These students' greater exposure to less structured learning environments appears to have prepared them to adjust to the unknowns undertaking pre-work without direct guidance of teaching staff.…”

Section: Discussionsupporting

confidence: 75%

Drivers of openness to online and flipped learning in medical education

Kenwright¹,

Osborne²,

Dai³

et al. 2016

MedEdPublish

View full text Add to dashboard Cite

One online teaching approach that has gained popularity in health science education is the 'flipped classroom' where students undertake content learning prior to face-to-face class time, often via watching pre-recorded videos. This frees up contact time for activities which stimulate higher-order thinking. While previous studies have generally reported neutral to positive student feedback and effects on academic attainment, the quality of pre-class resources and time required for pre-class work have been identified as potential problems with the approach. A further issue identified in the literature is students' openness to adopting new forms of learning.This paper examines students' responses to the flipped classroom in two undergraduate medical education courses, in which students were assigned pre-work comprising a mix of short video lectures and brief online activities. Following the unanticipated finding that students in the fourth and fifth year courses formed very different views of a similar flipped learning intervention, this study explored:• How do students use online pre-class resources in a flipped classroom?• What factors influence students' openness to using online resources in a flipped classroom?This study used a course evaluation survey followed by focus group interviews to understand students' use of and attitudes towards the flipped classroom.Many students in groups reversed or wanted to reverse the intended 'flipped' order of classes to use the online material as revision aids rather than as pre-class work. Students in both groups identified that time pressure influenced the way they used the pre-class material. The fifth year cohort held a largely positive attitude towards the flipped classroom whereas the fourth year group held a largely negative view. Differences students' willingness to tolerate uncertainty, connections with clinical learning and metacognitive view of 'learning' itself appear to account

show abstract

Section: Discussionsupporting

confidence: 75%

Drivers of openness to online and flipped learning in medical education

Kenwright¹,

Osborne²,

Dai³

et al. 2016

MedEdPublish

View full text Add to dashboard Cite

show abstract

“…There were some observable trends, however, with studies targeting clinical uncertainty tending to be quantitative, while qualitative studies tended to explore wider meanings of ways of knowing by medical students. Sample compositions ranged from those drawn randomly from within an institution to those selected on the basis of having registered for a particular course or program 20 . Only one study attempted to stratify the selection of respondents by factors such as specialty and role, but the resulting numbers in each category were quite small 21 .…”

Section: Resultsmentioning

confidence: 99%

Epistemic cognition in medical education: a literature review

Eastwood¹,

Koppelman-White

et al. 2017

Int J Med Educ

View full text Add to dashboard Cite

ObjectiveTo review the research literature on epistemic cognition in medical education.MethodsWe conducted database searches using keywords related to epistemic cognition and medical education or practice. In duplicate, authors selected and reviewed empirical studies with a central focus on epistemic cognition and participant samples including medical students or physicians. Independent thematic analysis and consensus procedures were used to identify major findings about epistemic cognition and implications for research and medical education. ResultsTwenty-seven articles were selected. Themes from the findings of selected studies included developmental frameworks of epistemic cognition revealing simple epistemological positions of medical learners, increasing epistemological sophistication with experience, relationships between epistemic cognition and context, patterns in epistemic orientations to clinical practice, and reactions to ambiguity and uncertainty. Many studies identified the need for new instruments and methodologies to study epistemic cognition in medical education settings and its relationship to clinical outcomes. Relationships between epistemological beliefs and humanistic patient care and influences of medical education practices were commonly cited implications for medical education. ConclusionsEpistemic cognition is conceptualized and operationalized in a variety of ways in the medical research literature. Advancing theoretical frameworks and developing new methodological approaches to examine epistemic cognition are important areas for future research. Also, examination of the relationship between the contexts of medical learning and practice and epistemic cognition has potential for improving medical education. This work also establishes a need for further investigation into the implications of epistemic cognition for humanistic orientations and ultimately for patient care.

show abstract

“…36 Indeed, as one of our small-group faculty recently remarked, "This reminds me why I went into this business." Guided reflection within individualized RW feedback and/or a collaborative group process (using RW) on key wellness themes-such as managing uncertainty 23 ; identifying gaps in selfcare; and fostering self-compassion 37 and attitudes promoting constructive, healthy engagement with challenges at work-may foster resiliency and enhance well-being to promote healthy, integrated PIF. 10 As such, interactive RW has recently been described as a metaphorical "resiliency workout" with intellectual stretching, building emotional muscle, and fostering ethical fitness 38 for the "marathon" of clinical practice.…”

Section: A Rw Curriculum In a Family Medicine Clerkshipmentioning

confidence: 99%

Professional Identity Formation in Medical Education for Humanistic, Resilient Physicians

et al. 2015

View full text Add to dashboard Cite

Recent calls for an expanded perspective on medical education and training include focusing on complexities of professional identity formation (PIF). Medical educators are challenged to facilitate the active constructive, integrative developmental process of PIF within standardized and personalized and/or formal and informal curricular approaches. How can we best support the complex iterative PIF process for a humanistic, resilient health care professional? How can we effectively scaffold the necessary critical reflective learning and practice skill set for our learners to support the shaping of a professional identity?The authors present three pedagogic innovations contributing to the PIF process within undergraduate and graduate medical education (GME) at their institutions. These are (1) interactive reflective writing fostering reflective capacity, emotional awareness, and resiliency (as complexities within physician-patient interactions are explored) for personal and professional development; (2) synergistic teaching modules about mindful clinical practice and resilient responses to difficult interactions, to foster clinician resilience and enhanced well-being for effective professional functioning; and (3) strategies for effective use of a professional development e-portfolio and faculty development of reflective coaching skills in GME.These strategies as "bridges from theory to practice" embody and integrate key elements of promoting and enriching PIF, including guided reflection, the significant role of relationships (faculty and peers), mindfulness, adequate feedback, and creating collaborative learning environments. Ideally, such pedagogic innovations can make a significant contribution toward enhancing quality of care and caring with resilience for the being, relating, and doing of a humanistic health care professional.

show abstract

Facing uncertainty as a medical student—A qualitative study of their reflective learning diaries and writings on specific themes during the first clinical year

Cited by 104 publications

References 27 publications

Drivers of openness to online and flipped learning in medical education

Drivers of openness to online and flipped learning in medical education

Epistemic cognition in medical education: a literature review

Professional Identity Formation in Medical Education for Humanistic, Resilient Physicians

Contact Info

Product

Resources

About