Negative school experiences of Late Millennial Korean medical students: a qualitative study using the critical incident technique

Roh, HyeRin; Yune, Sojung; Park, Kwi Hwa; Lee, Geon Ho; Jung, Sung Soo; Chun, Kyung Hee

doi:10.3946/kjme.2020.167

Cited by 4 publications

(4 citation statements)

References 24 publications

(34 reference statements)

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“…The principal ndings in this study were that the CIs were predominantly related to clinical cases of non-COVID pathologies that occurred in a public hospital and caused negative emotions. This is similar to the ndings of another study that describes CIs related to negative experiences in students before pandemics [7] and highlights that the conditions of clinical teaching during internships are complex and independent of the actual crisis. This is an important issue because determines that medical schools should be aware of the existence of moral distress and challenges to psychological safety in clinical settings in our country.…”

Section: Discussionsupporting

confidence: 84%

“…This idea does not emerge in the CI analysis. In the literature, there are some descriptions of how the changes in health systems de ne new aspects to consider in the teaching process, such as humanism in the profession [21,22,35] or the effects of cognitive load on clinical decision-making [7] . Further research could examine these elements from the interns' perspectives in our country.…”

Section: Discussionmentioning

confidence: 99%

“…Also, the CI technique was used to de ne speci c aspects of the curriculum, such as professionalism, [3] or to explore errors in internship practices. [4] In recent years, the report and analysis of CI have been used to address the inclusion of minorities, [5] stress, [6] and negative experiences in students, [7] the teaching of professionalism, [8] and interprofessional training. [9] Likewise, using teaching guides based on CI analysis has been proposed to contain microaggressions in the context of teaching in clinical settings.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Critical incidents experienced by medicine interns in pandemics: A qualitative study at a South American medical school

Armijo,

Franzoy,

Lombardo

et al. 2024

Preprint

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Background Critical Incidents (CI) during clinical practice can provide relevant information regarding students' stress, weaknesses in the teaching process, psychological safety, and the healthcare system. This study aimed to determine the elements considered by students to be CI during the COVID-19 pandemic in Chile. Methods This qualitative study was conducted on a sample of voluntary medical interns. Data production techniques were documentary analysis of the CI described in portfolios and two focus groups. Two researchers performed a reflexive thematic analysis of the CI and the focus groups. The Institutional Ethics Committee approved the research protocol. Results Twenty-four interns voluntarily participated. The coding process identified 22 definitive codes that were synthesized into nine subthemes and three themes that described types of CIs, factors that influence them, and effects generated by CI. The main findings were that CI were mainly related to non-Covid pathologies, causing negative emotions. They were cases of high biopsychosocial complexity, in which the ethical dimension of difficult decisions or "questionable" or "unacceptable" behaviors emerges. Some CI were linked to the human relationship between students and teachers or between the health team, or communication with patients and their families. Elements related to hospital organization were less described. The adaptations, learning, and reflections referred to the intern's professional role, ethics, communication skills, and self-care; and were produced autonomously, with little teaching support. Discussion CI analysis allows interns to reflect and imagine how to bring learnings into their future practice. The primary emotions associated with CI were negative, and their adaptations were autonomous. The school could improve with more teacher support and better role models to manage CI and support the interns' mental health better. One important topic to address is if the teachers are really available and prepared to be supportive, or if they are part of the causes of the CI.

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Section: Discussionsupporting

confidence: 84%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Critical incidents experienced by medicine interns in pandemics: A qualitative study at a South American medical school

Armijo,

Franzoy,

Lombardo

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…For medical students, building new relationships is crucial for adapting to the new academic environment and is expected to involve significant effort [ 8 ]. Previous studies have reported that medical students tend to form competitive relationships and prioritize business-like relationships over socializing with peers in the rigorous academic environments of medical school [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Passivity, task segmentation, and relational capital: a study of interpersonal relationship formation among freshman medical students in team-based activities

Lee,

Kim,

Kang

2023

Korean J Med Educ

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Purpose: Team-based learning in medical education facilitates the formation of interpersonal relationships, enhances academic achievement, and establishes future clinical connections. Despite medical schools’ distinct educational environments and curricula, research investigating students’ learning and behavioral characteristics within this context remains limited. This study aimed to investigate the specific characteristics of interpersonal relationship formation among freshmen medical students in team-based learning activities.Methods: Focus group interviews were conducted with 11 students who participated in a team-based class held during the first semester of the premedical year.Results: Medical students passively expressed their thoughts and feelings, such as active sympathy for the team’s opinions and self-censorship of SNS (social networking service) conversations. When performing team activities, students were excessively conscious of others and focused on evenly dividing their work, minimizing their opinions, and fulfilling their share to prevent potential interpersonal conflicts. Interpersonal activities were only superficial, as students intentionally maintained a certain distance from team members or used team activities as an opportunity to accumulate relational capital.Conclusion: The results of this study are expected to provide a useful basis for designing and conducting team activity classes to enhance interpersonal relationship formation.

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Utilization and Effects of Peer‐Assisted Learning in Basic Medical Education

Roh¹

2021

Korean Med Educ Rev

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This review of the literature explored the experiences and effects of peer-assisted learning in basic medical education. Peer-assisted learning is most commonly utilized to teach clinical skills (including technical skills) and medical knowledge (76.4%). It has also been used, albeit less frequently, to facilitate small-group discussions including problem-based learning, to promote students’ personal and professional development, to provide mentoring for career development and adaptation to school, to give tutoring to at-risk students, and to implement work-based learning in clinical settings. Near-peer learning is a common type. The use of active learning techniques and digital technology has been increasingly reported. Students’ leadership had frequently been described. Student tutor training, programs for teaching skills, institutional support, and assessments have been conducted for effective peer-assisted learning. There is considerable positive evidence that peer-assisted learning is effective in teaching simple clinical skills and medical knowledge for tutees. However, its effects on complex skills and knowledge, small-group discussions, personal and professional development, peer mentoring, and work-based learning have rarely been studied. Additionally, little evidence exists regarding whether peer-assisted learning is effective for student tutors. Further research is needed to develop peer-assisted learning programs and to investigate their learning effects on student tutors, small-group discussion facilitation, personal and professional development, peer mentoring, and peer-led work-based learning in the clinical setting in South Korea. Formal programs and system advancement for a student-led learning culture is needed for effective peer-assisted learning.

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Negative school experiences of Late Millennial Korean medical students: a qualitative study using the critical incident technique

Cited by 4 publications

References 24 publications

Critical incidents experienced by medicine interns in pandemics: A qualitative study at a South American medical school

Critical incidents experienced by medicine interns in pandemics: A qualitative study at a South American medical school

Passivity, task segmentation, and relational capital: a study of interpersonal relationship formation among freshman medical students in team-based activities

Utilization and Effects of Peer‐Assisted Learning in Basic Medical Education

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