Medical student perspectives on conducting patient experience debrief interviews with hospitalized children and their families

Fostering Nursing Students' Growth in Patient Teaching and Empathy Toward Homeless People

“…These findings are in contrast to Chua et al (2021) who studied medical students' perspectives of interviewing hospitalized children and their parents; the medical students stated they felt uncomfortable due to a lack of knowledge in answering the families' questions. In this situation, the virtual Q & A experience seemed to give the nursing students a confidence boost.…”

“…Chua et al (2021), who also used Mezirow's transformative learning theory in their study, found that medical students who conducted interviews with hospitalized children and their families were able to “appreciate social and environmental influences on patient health” and “humanize” the patients by looking at barriers to health (p. 421). In other words, they were able to empathize with their patients.…”

“…Mezirow's (1991) theory of transformative learning was chosen to guide this study, primarily because the theory has been found useful when studying attitudinal changes in learners (Chua et al, 2021; Mastel-Smith et al, 2016; Thompson et al, 2016). The theory posits that for learning to occur, a learner's frame of reference must change.…”

A systematic scoping review of group reflection in medical education

“…Participants possess some degree of autonomy over reflective content [ 101 , 102 , 105 ] however common reflective themes include • Day to day activities and perspectives [ 18 , 126 ] • Challenges [ 127 , 128 ] • Actual case studies [ 129 ] • Views and experiences on a program [ 119 ] • Suggestions for improvement [ 21 ] • Student-patient interaction [ 68 ] • Professionalism in practice [ 61 ] • Ethical dilemmas [ 99 ] • Psychological supervision and clinical reasoning for practice [ 18 ]. Size of group Less than 7 [ 62 , 126 , 129 – 131 ] More than 7 [ 21 , 119 , 132 ] Frequency Once-off [ 130 ] Weekly [ 18 ] Bi-weekly [ 132 ] Every few months [ 129 , 133 ] 1 h 15 min [ 126 ] 90 min [ 132 ] 2 h 15 min [ 18 ] Modality of reflections In person [ 21 , 61 , 126 , 133 ] Online [ 25 , 128 , 134 ] Video review [ 104 , 106 ] Vignettes [ 61 ] Case studies [ 99 ] ...…”

“…Structured group reflection programs were predominantly organized with planning and specific guidelines, emphasizing key elements such as the preparation process, which often time entails pre-readings, communicating objectives [ 68 ], and establishing ground rules [ 104 , 105 ]. Group sizes often varied between smaller groups, which allowed intimate and in-depth discussions [ 62 , 126 , 129 – 131 ]; and larger groups which allowed for a wider range of perspectives [ 21 , 119 , 132 ]. Frequency of these sessions varied between once-off sessions [ 130 ] to regular meetings [ 18 , 132 ].…”