How Medical Students in the United Kingdom Think: About Anthropology, for Example

Dikomitis, Lisa

doi:10.1007/978-3-030-62277-0_5

Cited by 4 publications

(8 citation statements)

References 30 publications

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“…It is suggested that such learning is also necessary for clinical teachers since they have to guide the integration during educational sessions. For example, problem-based learning (PBL) tutors have to learn how to integrate SBS into PBL sessions for effective SBS learning [ 6 ].…”

Section: Discussionmentioning

confidence: 99%

“…For students, this is particularly notable when courses begin with conventional teachings, such as learning fundamental SBS theories with classical readings [ 5 ]. It is our standpoint that educators should contextualize SBS with particular relevance to clinical medicine to ensure effective attention [ 6 ]. The lack of perceived relevance of SBS for clinical teachers can be damaging to its effective teaching.…”

Section: Introductionmentioning

confidence: 99%

“…Second, clinical teachers may not effectively guide the integration of SBS learning objectives into a teaching method (e.g. Problem-Based Learning), which causes a tendency to downgrade SBS learning [ 6 ]. Third, clinical teachers may not demonstrate the integration of SBS into their clinical practice, which leads to a lack of SBS role modeling for medical students during their clinical rotations [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

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A collaborative clinical case conference model for teaching social and behavioral science in medicine: an action research study

et al. 2021

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Background Effective social and behavioral sciences teaching in medical education requires integration with clinical experience, as well as collaboration between social and behavioral sciences experts and clinical faculty. However, teaching models for achieving this integration have not been adequately established, nor has the collaboration process been described. This study aims to propose a collaborative clinical case conference model to integrate social and behavioral sciences and clinical experience. Additionally, we describe how social and behavioral science experts and clinical faculty collaborate during the development of the teaching method. Methods A team of medical teachers and medical anthropologists planned for the development of a case conference based on action research methodology. The initial model was planned for a 3-h session, similar to a Clinicopathological Conference (CPC) structure. We evaluated each session based on field notes taken by medical anthropologists and post-session questionnaires that surveyed participants’ reactions and points of improvement. Based on the evaluation, a reflective meeting was held to discuss revisions for the next trial. We incorporated the development process into undergraduate medical curricula in clinical years and in a postgraduate and continuous professional development session for residents and certified family physicians in Japan. We repeated the plan-act-observe-reflection process more than 15 times between 2015 and 2018. Results The development of the collaborative clinical case conference model is summarized in three phases: Quasi-CPC, Interactive, and Co-constructive with unique structures and underlying paradigms. The model successfully contributed to promoting the participants’ recognition of the clinical significance of social and behavioral sciences. The case preparation entailed unique and significant learning of how social and behavioral sciences inform clinical practice. The model development process promoted the mutual understanding between clinical faculty and anthropologists, which might function as faculty development for teachers involved in social and behavioral sciences teaching in medical education. Conclusions The application of appropriate conference models and awareness of their underlying paradigms according to educational situations promotes the integration of social and behavioral sciences with clinical medicine education. Faculty development regarding social and behavioral sciences in medical education should focus on collaboration with scholars with different paradigmatic orientations.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A collaborative clinical case conference model for teaching social and behavioral science in medicine: an action research study

et al. 2021

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“…Teaching these SSCs allowed her to get to know the NEMS medical students very well, as this was small-group teaching, with 6 to 19 students in a group, through intensive, highly interactive sessions which were 1.5 to 3 h each. It was important to conduct fieldwork beyond the medical classroom [30]. She interacted with NEMS students outside of the scheduled teaching activities (during office hours, at local conferences, and during non-mandatory educational events), and Dikomitis got involved in extracurricular activities that NEMS students organized, such as debate evenings and charity events.…”

Section: Participant Observation Among Medical Studentsmentioning

confidence: 99%

Embedding Behavioral and Social Sciences across the Medical Curriculum: (Auto) Ethnographic Insights from Medical Schools in the United Kingdom

et al. 2022

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Key concepts and theories that are taught in order to develop cultural competency skills are often introduced to medical students throughout behavioral and social science (BSS) learning content. BSS represents a core component of medical education in the United Kingdom. In this paper, we examine, through (auto)ethnographic data and reflections, the experiences of BSS in medical education. The empirical data and insights have been collected in two ways: (1) through long-term ethnographic fieldwork among medical students and (2) via autoethnographic reflexive practice undertaken by the co-authors who studied, worked, examined, and collaborated with colleagues at different UK medical schools. Our findings indicate that despite BSS constituting a mandatory, essential component of the medical curriculum, medical students did not always perceive BSS as useful for their future practice as doctors, nor did they find it to be clinically relevant, in comparison to the biomedical learning content. We suggest that it is paramount for all stakeholders to commit to cultivating and developing cultural competency skills in medical education, through robustly embedding BSS learning content across the undergraduate medical curriculum. We conclude with recommendations for a wide range of educational practices that would ensure a full integration of BSS in the medical curriculum.

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“…Our paper is underpinned by ethnographic fieldwork conducted in UK medical schools by Dikomitis (Dikomitis et al, 2018;Dikomitis, 2021;Dikomitis et al, 2022). We then offer a way to integrate this content into the wider medical school in a practical, efficient, and effective way.…”

Section: Introductionmentioning

confidence: 99%

Teaching Medical Anthropology in UK Medical Schools: Cultivating Autoethnographic Practice among Medical Students

Harvey,

Dikomitis,

Wenning

2023

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Behavioural and social sciences (BSS) are a core component of undergraduate medical education in the United Kingdom. Despite the formal recognition of BSS by the UK’s General Medical Council (GMC), anthropology remains largely at the periphery in the medical curriculum. Medical students often describe it as ‘fluffy’ or as ‘common sense’, in comparison to biomedical learning content. To make anthropology more relevant and applicable to future clinical practice, we draw on ethnographic data (interviews, focus groups, field notes and reflective texts written by medical students) collected by an anthropologist during fieldwork in two UK medical schools. We suggest moving this content out of the preclinical phase and instead incorporating it into the clinical phase. Specifically, we propose that having students conduct a micro-autoethnography during the clinical phase brings together two crucial aspects of medical student training: BSS principles and formation of a professional identity. Embedding these concepts in this specific context will allow students to process tensions they may feel between interactions they observe in a clinical context and team versus what they have been formally taught. This process allows them to negotiate their own professional identity between practice and ideal while more robustly situating BSS content in a relevant and immediately applicable manner within the current constraints of the medical curriculum.

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How Medical Students in the United Kingdom Think: About Anthropology, for Example

Cited by 4 publications

References 30 publications

A collaborative clinical case conference model for teaching social and behavioral science in medicine: an action research study

A collaborative clinical case conference model for teaching social and behavioral science in medicine: an action research study

Embedding Behavioral and Social Sciences across the Medical Curriculum: (Auto) Ethnographic Insights from Medical Schools in the United Kingdom

Teaching Medical Anthropology in UK Medical Schools: Cultivating Autoethnographic Practice among Medical Students

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