'We are a tight community': social groups and social identity in medical undergraduates.
Context Medical students often form close communities during their studies. These communities play a role in the development of professional identity, collaborative learning and the development of interpersonal skills. The existing literature describes both positive and negative implications of stud...
| Publicado en: | Medical Education Vol. 49; no. 10; pp. 1016 - 1028 |
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| Formato: | pictorial questionnaire/scale research tables/charts Journal Article |
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Wiley-Blackwell
Oct2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109509709&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109509709 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Oct2015 vid: 49 iid: 10 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 109509709 109509709 109509709 10.1111/medu.12781 NLM26383073 109509709 ppf: 1016 ppct: 12 formats: fmt: @attributes: type: P tig: atl: 'We are a tight community': social groups and social identity in medical undergraduates. aug: au: Lovell, Ben affil: Simulation Centre, Royal London Hospital, London UK sug: subj: Students, Medical Psychosocial Factors Social Identity Social Networks Communities Support, Psychosocial Interpersonal Relations Perception Motivation Human Qualitative Studies Academic Medical Centers Semi-Structured Interview Thematic Analysis Conceptual Framework Grounded Theory United Kingdom Audiorecording Data Analysis Software Checklists ab: Context Medical students often form close communities during their studies. These communities play a role in the development of professional identity, collaborative learning and the development of interpersonal skills. The existing literature describes both positive and negative implications of student social groups and social identity. The subjective student experience of this community forming is not fully described. Methods This was a qualitative study researching students' experiences of communities and social bonding. A sample of 32 final-year medical students from two major teaching hospitals participated in semi-structured interviews, which were analysed according to constructivist grounded theory principles. Results Four major themes emerged during research. The first is enforced isolation, and describes the geographical and institutional separation of medics from other undergraduates. The second is self-isolation and refers to the tendency of medical students to form exclusive social groups to maximise opportunities to 'decompress', obtain social constancy and facilitate horizontal learning. The third concerns the supportive network, wherein the medical community serves to provide its members with mutual support. The final theme refers to judging self and others, and describes the both respectful and critical ways in which students perceive themselves and their peers. These themes influence one another in an ongoing dynamic fashion, and grant insight into the establishment and maintenance of a cohesive medical community. Conclusions This study presents a conceptual construct for elucidating the roles and significance of communities in medical undergraduates. By better understanding the inter- and intra-personal dynamics inherent in this construct, we are better placed to support the welfare of our students and comprehend their social experiences and motivations. pubtype: Academic Journal doctype: pictorial questionnaire/scale research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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