"He Called All the Male Students Doctor and Me by My First Name": Exploring Clinical Clerkship Learning Environments.
Medical students face significant academic, psychosocial, and existential stressors throughout their education. Clinical rotations expose them to a wide range of workplace cultures and shifting learning expectations. We applied the culturally engaging campus environment (CECE) model, derived from th...
| Publicado en: | Journal of Best Practices in Health Professions Diversity: Education, Research & Policy Vol. 15; no. 2; pp. 75 - 90 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
School of Health Sciences at Winston-Salem State University
Fall2022
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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=174146734&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 174146734 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 24752843 44UL jtl: Journal of Best Practices in Health Professions Diversity: Education, Research & Policy issn: 24752843 maglogo: N pubinfo: dt: Fall2022 vid: 15 iid: 2 pid: 37810 pub: School of Health Sciences at Winston-Salem State University place: Winston-Salem, North Carolina artinfo: ui: 174146734 174146734 174146734 174146734 ppf: 75 ppct: 15 formats: fmt: @attributes: type: P tig: atl: "He Called All the Male Students Doctor and Me by My First Name": Exploring Clinical Clerkship Learning Environments. aug: au: Sotto-Santiago, Sylk Mac, Jacqueline Saelua, Natasha Cox, LeeAnn affil: Department of Medicine, Indiana University School of Medicine, Indianapolis, Indiana sug: subj: Students, Medical Psychosocial Factors Education, Clinical Learning Environment Models, Psychological Evaluation Outcomes of Education Evaluation Human Male Female Multimethod Studies Questionnaires Interviews Focus Groups Thematic Analysis Interpersonal Relations Cultural Competence Diversity, Equity, Inclusion Faculty Development Descriptive Statistics Race Factors Male Female ab: Medical students face significant academic, psychosocial, and existential stressors throughout their education. Clinical rotations expose them to a wide range of workplace cultures and shifting learning expectations. We applied the culturally engaging campus environment (CECE) model, derived from three decades of published research in higher education, to medical education. It articulates the ways in which learning environments shape the experiences and outcomes of diverse student populations and finds a positive correlation between access to culturally engaging environments and probability of success. We posit that CECE indicators are relevant to medical education and that identifying the most relevant would support targeted faculty development. We conducted a sequential mixed-methods study in two phases. In Phase I, medical students completed the 95-item CECE questionnaire. In Phase II, we used the emerging insights to inform focus groups and interviews with 36 students and 7 clinician educators in (the internal medicine clerkship. We gathered a wealth of information and here focus on the most salient themes from the quantitative phase: (1) limited sense of belonging and community and (2) limited and missed opportunities for culturally relevant learning. Findings suggest that respondents feel they are a part of the healthcare team during their clerkship but no strong sense of belonging or connection. While respondents are able to build relationships with others on the clerkship team, they have difficulty maintaining their existing relationships and feel isolated. Results also attested (1) limited opportunities for meaningful cross-cultural interaction; (2) racial differences in perceived culturally relevant pedagogy; and (3) lack of engagement in diversity and health equity. The study enabled us to identify the CECE indicators that are most relevant and in support of medical education. Practical implications include much needed faculty education development inclusive of innovation in teaching strategies, embracing all areas of health equity, diversity, and antioppressive andragogies. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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