Dealing with emotions: medical undergraduates' preferences in sharing their experiences.
Context Patient care evokes emotional responses such as uncertainty, grief and pride in medical students. There is a need for opportunities to share and express such emotions because they influence students' professional development and well-being. There is a trend towards introducing mentor program...
| Publicado en: | Medical Education Vol. 50; no. 8; pp. 817 - 829 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2016
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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=116748057&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 116748057 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Aug2016 vid: 50 iid: 8 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 116748057 116748057 116748057 10.1111/medu.13004 116748057 ppf: 817 ppct: 12 formats: fmt: @attributes: type: P tig: atl: Dealing with emotions: medical undergraduates' preferences in sharing their experiences. aug: au: Vries‐Erich, Joy M Dornan, Tim Boerboom, Tobias B B Jaarsma, A Debbie C Helmich, Esther affil: Department of Evidence Based Education, Academic Medical Center, University of Amsterdam, Amsterdam the Netherlands sug: subj: Students, Medical Psychosocial Factors Emotions Education, Medical Student Attitudes Human Purposive Sample Constant Comparative Method Academic Medical Centers Netherlands Netherlands Mentorship Convenience Sample Male Female Adult Semi-Structured Interview Audiorecording Conceptual Framework Theory Interpersonal Relations Thematic Analysis Adult: 19-44 years Male Female ab: Context Patient care evokes emotional responses such as uncertainty, grief and pride in medical students. There is a need for opportunities to share and express such emotions because they influence students' professional development and well-being. There is a trend towards introducing mentor programmes into medical curricula. It remains unknown whether students are willing and able to share their emotional experiences within this formal setting. We set out to explore how medical students share their emotional experiences and why. Methods We used thematic analysis, including purposeful sampling, parallel processes of data collection and constant comparative analysis, maintaining an audit trail for validation purposes. The study had a constructivist, interactional design and used Goffman's dramaturgical theory as an interpretive framework. Nineteen students participated in individual, semi-structured interviews. Results Participants' narratives revealed a preference for sharing emotional experiences away from people who might expect them to uphold formal behaviour. They deliberately decided with whom to share their emotional experiences. Participants had a preference to talk to fellow students working in the same department, or family and friends outside medical school. Conclusions Participants found it difficult to uphold behaviours that they thought patients, preceptors or the organisation expected of them as future doctors. In adjusting their behaviour to meet those expectations, they became attuned to how to best present themselves based on the people present. This influenced how they chose which emotional experiences to share with whom. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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