First-Year Medical Students’ Perceptions of Physicians’ Responsibilities Toward the Underserved: An Analysis of Reflective Essays

Ross, Paula T.; Williams, Brent C.; Doran, Kelly M.; Lypson, Monica L.

doi:10.1016/s0027-9684(15)30672-6

Cited by 14 publications

(10 citation statements)

References 31 publications

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“…Finally, some studies have used reflection as a window through which teachers might better understand what learners are thinking and encountering in their medical education experiences, as they develop personally and professionally as physicians . Associated with this trend, other studies focus on student reflections as a valuable resource from which to gauge what students actually perceive in their learning …”

Section: Three Dominant Trends Of Reflection In the Medical Educationmentioning

confidence: 99%

“…111,118,141 Using reflection as a window into the student experience Finally, some studies have used reflection as a window through which teachers might better understand what learners are thinking and encountering in their medical education experiences, as they develop personally and professionally as physicians. 115,142,143 Associated with this trend, other studies focus on student reflections as a valuable resource from which to gauge what students actually perceive in their learning. 114,[144][145][146][147][148] A focus on the self as the object of reflection Reflection is commonly termed 'self-reflection' in the medical education literature.…”

Section: Exploring How To Encourage and Teach Reflectionmentioning

confidence: 99%

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Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review

et al. 2015

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We argue for continued theorising of and theoretically informed applications of reflection, drawing upon epistemologies of practice and critical reflection as critical social inquiry. These directions offer medical education research broad and deep potential in theories of reflection, particularly in relation to knowledge creation within uncertain and complex situations, and challenging of dominant discourses and structures. Future work could explore how dominant epistemological positions and discourses in medicine influence theories from other disciplines when these theories are deployed in medical education.

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Section: Three Dominant Trends Of Reflection In the Medical Educationmentioning

confidence: 99%

Section: Exploring How To Encourage and Teach Reflectionmentioning

confidence: 99%

Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review

et al. 2015

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“…Although Ross (2010) analyzed the potential in utilizing reflective journaling about physician responsibilities toward the underserved to help medical students wrestle with the complexities of these issues, [8] our literature search on this topic did not uncover any public health interventions which have been successful in influencing medical student commitment to the underserved. Therefore, we hypothesized that viewing filmed patient stories would impact medical students’ attitudes regarding the provision of care to underserved patients and motivate them to help meet those needs through sacrifice or advocacy.…”

Section: Introductionmentioning

confidence: 94%

Videotaped Patient Stories: Impact on Medical Students' Attitudes Regarding Healthcare for the Uninsured and Underinsured

et al. 2012

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The attitudes of medical students toward the current United States healthcare system are not well described in the literature. A graded survey was developed to assess awareness and motivation toward the care of the uninsured and underinsured as well as the impact of a video intervention on these attitudes. The survey, which showed good internal consistency (Cronbach’s alpha = 0.85), was administered before and after viewing a collection of videotaped patient stories. Although a spectrum of beliefs emerged from the analysis of survey responses, some common attitudes were identified. Eighty-five percent of respondents either agreed or strongly agreed that medical care should be provided to everyone, regardless of their ability to pay. In addition, 66% indicated they would be willing to forgo a portion of their income to provide care to those who do not have access to healthcare services. These values were strongly correlated with increasing respondent age and primary care specialty choice (p<0.01). The video intervention did not heavily influence student responses, perhaps due to a ceiling effect created by the large number of students who were already sympathetic toward the underserved. Overall, this data reflects that United States medical students recognize a need to provide care to the underserved and are willing to make personal sacrifices to meet that need.

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“…Short reflective essays prompted by open-ended questions allowed for exploration of topic areas and ultimate development of themes [8]. Each reflective essay assignment was iteratively designed based on previous responses and in-class discussion.…”

Section: Methodsmentioning

confidence: 99%

First-Year Medical Student Attitudes About Advocacy in Medicine Across Multiple Fields of Discipline: Analysis of Reflective Essays

Press

Fritz

Vela

2015

J. Racial and Ethnic Health Disparities

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Background Advocacy is often described as a pillar of the medical profession. However, the impact of advocacy training on medical students’ identity as advocates in the medical profession is not well-described. Aim/Setting/Participants We sought to introduce an advocacy curriculum to a mandatory Health Care Disparities (HCD) course for 88 first year medical students. Program Description The 2013 HCD added advocacy curriculum that included: guest lecturers’ perspectives on their advocacy experience; reflective essay assignments assessing self-identify as an advocate; advocacy-specific lectures and large group discussions; and participation in small group community projects. Evaluation A mixed methods approached was used to evaluate 88 first year medical students’ advocacy themed reflective essays, independently coded by three investigators, and Likert-response questions were compared to published benchmarked items. The IRB exempted this study. Analysis of student essays revealed that students were better able to identify as an advocate in medicine. The survey also revealed that 86% post-course vs. 73% precourse agreed/strongly agreed with the statement: “I consider myself an advocate” (p=0.006). Discussion Exposing all medical students to advocacy within medicine may help shape and define their perceived professional role. Future work will explore adding advocacy and leadership skill training to the HCD course.

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First-Year Medical Students’ Perceptions of Physicians’ Responsibilities Toward the Underserved: An Analysis of Reflective Essays

Cited by 14 publications

References 31 publications

Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review

Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review

Videotaped Patient Stories: Impact on Medical Students' Attitudes Regarding Healthcare for the Uninsured and Underinsured

First-Year Medical Student Attitudes About Advocacy in Medicine Across Multiple Fields of Discipline: Analysis of Reflective Essays

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