Cargando…
Scenario- and discussion-based approach for teaching preclinical medical students the socio-philosophical aspects of psychiatry
BACKGROUND: This study used a scenario- and discussion-based approach to teach preclinical medical students the socio-philosophical aspects of psychiatry and qualitatively evaluated the learning outcomes in a medical humanities course in Taiwan. METHODS: The seminar session focused on three hypothet...
Autores principales: | , , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2023
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10636901/ https://www.ncbi.nlm.nih.gov/pubmed/37946308 http://dx.doi.org/10.1186/s13010-023-00146-4 |
_version_ | 1785133291447255040 |
---|---|
author | Lin, Ya-Ping Liu, Chun-Hao Chen, Yu-Ting Li, Uen Shuen |
author_facet | Lin, Ya-Ping Liu, Chun-Hao Chen, Yu-Ting Li, Uen Shuen |
author_sort | Lin, Ya-Ping |
collection | PubMed |
description | BACKGROUND: This study used a scenario- and discussion-based approach to teach preclinical medical students the socio-philosophical aspects of psychiatry and qualitatively evaluated the learning outcomes in a medical humanities course in Taiwan. METHODS: The seminar session focused on three hypothetical psychiatry cases. Students discussed the cases in groups and were guided by facilitators from multiple disciplines and professions. At the end of the semester, students submitted a narrative report comprising their reflections on the cases and discussions. The authors utilized content analysis to categorize students’ narratives into three facets, namely, the philosophical, social and individual. RESULTS: In total 163 preclinical medical students participated in the class; 150 of them mentioned the scenario-based lesson in their reports; 33.3% of these reports discussed the case at the philosophical dimension (n = 50), 45.3% at the social dimension (n = 68), and 26.6% at the individual dimension (n = 40). Four major themes emerged: (1) a psychiatric diagnosis has far-reaching consequences for an individual’s life, (2) the social structure affects how patients experience psychiatric disorders, (3) students related personal experience or those of friends and family to understand psychiatric disorders, and (4) medical humanities are of particular importance in psychiatric education. CONCLUSIONS: This study demonstrated that the scenario-based discussions led by a multidisciplinary team of facilitators can benefit medical students with limited clinical experience to contemplate the socio-philosophical aspects of psychiatry. The authors suggest that this pedagogical model during preclinical education should be encouraged. |
format | Online Article Text |
id | pubmed-10636901 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-106369012023-11-11 Scenario- and discussion-based approach for teaching preclinical medical students the socio-philosophical aspects of psychiatry Lin, Ya-Ping Liu, Chun-Hao Chen, Yu-Ting Li, Uen Shuen Philos Ethics Humanit Med Research BACKGROUND: This study used a scenario- and discussion-based approach to teach preclinical medical students the socio-philosophical aspects of psychiatry and qualitatively evaluated the learning outcomes in a medical humanities course in Taiwan. METHODS: The seminar session focused on three hypothetical psychiatry cases. Students discussed the cases in groups and were guided by facilitators from multiple disciplines and professions. At the end of the semester, students submitted a narrative report comprising their reflections on the cases and discussions. The authors utilized content analysis to categorize students’ narratives into three facets, namely, the philosophical, social and individual. RESULTS: In total 163 preclinical medical students participated in the class; 150 of them mentioned the scenario-based lesson in their reports; 33.3% of these reports discussed the case at the philosophical dimension (n = 50), 45.3% at the social dimension (n = 68), and 26.6% at the individual dimension (n = 40). Four major themes emerged: (1) a psychiatric diagnosis has far-reaching consequences for an individual’s life, (2) the social structure affects how patients experience psychiatric disorders, (3) students related personal experience or those of friends and family to understand psychiatric disorders, and (4) medical humanities are of particular importance in psychiatric education. CONCLUSIONS: This study demonstrated that the scenario-based discussions led by a multidisciplinary team of facilitators can benefit medical students with limited clinical experience to contemplate the socio-philosophical aspects of psychiatry. The authors suggest that this pedagogical model during preclinical education should be encouraged. BioMed Central 2023-11-10 /pmc/articles/PMC10636901/ /pubmed/37946308 http://dx.doi.org/10.1186/s13010-023-00146-4 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Lin, Ya-Ping Liu, Chun-Hao Chen, Yu-Ting Li, Uen Shuen Scenario- and discussion-based approach for teaching preclinical medical students the socio-philosophical aspects of psychiatry |
title | Scenario- and discussion-based approach for teaching preclinical medical students the socio-philosophical aspects of psychiatry |
title_full | Scenario- and discussion-based approach for teaching preclinical medical students the socio-philosophical aspects of psychiatry |
title_fullStr | Scenario- and discussion-based approach for teaching preclinical medical students the socio-philosophical aspects of psychiatry |
title_full_unstemmed | Scenario- and discussion-based approach for teaching preclinical medical students the socio-philosophical aspects of psychiatry |
title_short | Scenario- and discussion-based approach for teaching preclinical medical students the socio-philosophical aspects of psychiatry |
title_sort | scenario- and discussion-based approach for teaching preclinical medical students the socio-philosophical aspects of psychiatry |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10636901/ https://www.ncbi.nlm.nih.gov/pubmed/37946308 http://dx.doi.org/10.1186/s13010-023-00146-4 |
work_keys_str_mv | AT linyaping scenarioanddiscussionbasedapproachforteachingpreclinicalmedicalstudentsthesociophilosophicalaspectsofpsychiatry AT liuchunhao scenarioanddiscussionbasedapproachforteachingpreclinicalmedicalstudentsthesociophilosophicalaspectsofpsychiatry AT chenyuting scenarioanddiscussionbasedapproachforteachingpreclinicalmedicalstudentsthesociophilosophicalaspectsofpsychiatry AT liuenshuen scenarioanddiscussionbasedapproachforteachingpreclinicalmedicalstudentsthesociophilosophicalaspectsofpsychiatry |