Journal ArticleDOI
In-Depth Learning: One School's Initiatives to Foster Integration of Ethics, Values, and the Human Dimensions of Medicine
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TLDR
It is proposed that a theme-based, individualized, in-depth learning experience (in which students pursue a focused project comprehensively and in detail)--one that is an integral part of the curriculum--helps students learn to blend values and ethics with medicine in a way that cannot occur during rapid-paced topical survey courses.Abstract:
Today's medical student curriculum is a lock-step experience that provides a broad survey of medicine with little opportunity to pursue fully integrated, in-depth learning. To teach students about the human dimensions of health care, many schools simply have added courses that survey general areas such as ethics, values, and patient-doctor relationships. However, a superficial, broad-brush approach does not offer students sufficient opportunity to engage with these topics in substantive and meaningful ways. The authors propose that a theme-based, individualized, in-depth learning experience (in which students pursue a focused project comprehensively and in detail)--one that is an integral part of the curriculum--helps students learn to blend values and ethics with medicine in a way that cannot occur during rapid-paced topical survey courses. Furthermore, it is in the depths of a learning experience that one comes face to face with the realities of uncertainty: the realization that unanswerable questions outnumber answerable ones; the awareness of the difficulty in accumulating sufficient evidence to answer a question that is, in fact, answerable; the recognition that many patients' problems transcend available evidence and must be addressed by the art of medicine; the realization that a patient can have a condition that one cannot diagnose and that may even get better for reasons that one cannot understand. The authors describe three initiatives at the University of Pittsburgh School of Medicine, two of which have been offered for more than 10 years, that illustrate the value of in-depth learning experiences. These in-depth experiences blend situated learning, reflective exercises, faculty mentoring, critical reading of literature, and constructive feedback in a prescribed but individualized curriculum.read more
Citations
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Mentoring für Studierende in der Medizin: Darstellung und Evaluation eines differenzierten Mentoringprogramms an einer medizinischen Fakultät
TL;DR: The satisfaction with the mentoring program is generally high: 84–94% are mentored by their preferred mentor, the majority assesses the conversational atmosphere as open (78–91%), and 89–98% would recommend participation in the program to others.
Journal ArticleDOI
Construcción de puentes entre la medicina y las humanidades: papel del soporte y la articulación en el aprendizaje en cirugía
TL;DR: In this paper, the authors present the results of an educational strategy for the integration of surgery and the medical humanities based on the theoretical perspectives of the cognitive apprenticeship model and assess its association with the students' perceptions of learning.
Journal ArticleDOI
Mentoring für Studierende in der Medizin
TL;DR: In this article, a freiwilliges, aus drei Saulen bestehendes Mentoringprogramm for Medizinischen Fakultaten in Deutschland and dessen Evaluation is presented.
Journal ArticleDOI
The changing culture in modern medicine: A psychiatrist's perspective
TL;DR: Doctors need to understand that in entering medicine they enter a life's career of nobility in which they serve others and do not expect to become wealthy, but at life's end are able to state “a job well done with caring for all” Perhaps then less harm will be done to patients in the doctors' haste to earn more money by seeing too many patients too briefly.
Journal ArticleDOI
Evaluation of research skills of medical interns by focus group discussion: a qualitative study in Chennai, India
Ganesh Shanmugasundaram Anusuya,Balaji Arumugam,Sree T. Sucharitha,R C Karthik,A Radhakrishnan,K. R. S. Sivapriya,M Ezhilvanan +6 more
TL;DR: A research project done during the community medicine internship postings has helped interns to gain research skills, and the overall mean increase in research skills before and after the postings was nearly 4.03%.
References
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
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Social learning theory
TL;DR: In this article, an exploración de the avances contemporaneos en la teoria del aprendizaje social, con especial enfasis en los importantes roles que cumplen los procesos cognitivos, indirectos, and autoregulatorios.
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Eliciting Self‐Explanations Improves Understanding
TL;DR: This article showed that self-explanation can also be facilitative when it is explicitly promoted, in the context of learning declarative knowledge from an expository text, and that prompted students who generated o large number of self-explaining (the high explainers) learned with greater understanding than low explainers.
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Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students
TL;DR: Self-regulated learning can be domain-specific or domain-transcending, and competent performers in a specific domain rely on different types of prior knowledge related to that domain this paper.
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Contrasting forms of understanding for degree examinations: the student experience and its implications
Noel Entwistle,Abigail Entwistle +1 more
TL;DR: In this article, a detailed examination of the interview transcripts of 13 students, who had just completed their final degree, was supplemented by analyses of written responses from an additional 11 students in their final undergraduate year.