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Medical students’ affective reactions to workplace experiences: qualitative investigation in a Chinese cultural context
BACKGROUND: Compassion fatigue, unprofessional behavior, and burnout are prompting educators to examine medical students’ affective reactions to workplace experiences. Attributes of both students and learning environments are influenced by their socio-cultural backgrounds. To prevent ‘educational cu...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7610235/ https://www.ncbi.nlm.nih.gov/pubmed/33148233 http://dx.doi.org/10.1186/s12909-020-02335-7 |
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author | Yeh, Huei-Ming Chien, Wan-Hsi Tsai, Daniel Fu-Chang Dornan, Tim Lai, Ling-Ping Chu, Chun-Lin |
author_facet | Yeh, Huei-Ming Chien, Wan-Hsi Tsai, Daniel Fu-Chang Dornan, Tim Lai, Ling-Ping Chu, Chun-Lin |
author_sort | Yeh, Huei-Ming |
collection | PubMed |
description | BACKGROUND: Compassion fatigue, unprofessional behavior, and burnout are prompting educators to examine medical students’ affective reactions to workplace experiences. Attributes of both students and learning environments are influenced by their socio-cultural backgrounds. To prevent ‘educational cultural hegemony’, opinion leaders have advocated research in under-represented cultural contexts, of which Asia is a prime example. This study aimed to broaden the discourse of medical education by answering the question: how do students react affectively to workplace experiences in a Chinese cultural context? METHODS: In 2014, the authors recruited five female and seven male Taiwanese clerkship students to make 1–2 audio-diary recordings per week for 12 weeks describing affective experiences, to which they had consciously reacted. The authors analyzed transcripts of these recordings thematically in the original Mandarin and prepared a thick description of their findings, including illustrative extracts. An English-speaking education researcher helped them translate this into English, constantly comparing the interpretation with the original, untranslated data. RESULTS: (Mis) matches between their visions of future professional life and clerkship experiences influenced participants’ affective reactions, thoughts, and behaviors. Participants managed these reactions by drawing on a range of personal and social resources, which influenced the valence, strength, and nature of their reactions. This complex set of interrelationships was influenced by culturally determined values and norms, of which this report provides a thick description. CONCLUSION: To avoid educational cultural hegemony, educators need to understand professional behavior in terms of complex interactions between culturally-specific attributes of individual students and learning environments. TRIAL REGISTRATION: The ethics committee of the National Taiwan University (NTU) Hospital gave research ethics approval (20130864RINB). |
format | Online Article Text |
id | pubmed-7610235 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-76102352020-11-04 Medical students’ affective reactions to workplace experiences: qualitative investigation in a Chinese cultural context Yeh, Huei-Ming Chien, Wan-Hsi Tsai, Daniel Fu-Chang Dornan, Tim Lai, Ling-Ping Chu, Chun-Lin BMC Med Educ Research Article BACKGROUND: Compassion fatigue, unprofessional behavior, and burnout are prompting educators to examine medical students’ affective reactions to workplace experiences. Attributes of both students and learning environments are influenced by their socio-cultural backgrounds. To prevent ‘educational cultural hegemony’, opinion leaders have advocated research in under-represented cultural contexts, of which Asia is a prime example. This study aimed to broaden the discourse of medical education by answering the question: how do students react affectively to workplace experiences in a Chinese cultural context? METHODS: In 2014, the authors recruited five female and seven male Taiwanese clerkship students to make 1–2 audio-diary recordings per week for 12 weeks describing affective experiences, to which they had consciously reacted. The authors analyzed transcripts of these recordings thematically in the original Mandarin and prepared a thick description of their findings, including illustrative extracts. An English-speaking education researcher helped them translate this into English, constantly comparing the interpretation with the original, untranslated data. RESULTS: (Mis) matches between their visions of future professional life and clerkship experiences influenced participants’ affective reactions, thoughts, and behaviors. Participants managed these reactions by drawing on a range of personal and social resources, which influenced the valence, strength, and nature of their reactions. This complex set of interrelationships was influenced by culturally determined values and norms, of which this report provides a thick description. CONCLUSION: To avoid educational cultural hegemony, educators need to understand professional behavior in terms of complex interactions between culturally-specific attributes of individual students and learning environments. TRIAL REGISTRATION: The ethics committee of the National Taiwan University (NTU) Hospital gave research ethics approval (20130864RINB). BioMed Central 2020-11-04 /pmc/articles/PMC7610235/ /pubmed/33148233 http://dx.doi.org/10.1186/s12909-020-02335-7 Text en © The Author(s) 2020 Open AccessThis 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/. The Creative Commons Public Domain Dedication waiver (http://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 Article Yeh, Huei-Ming Chien, Wan-Hsi Tsai, Daniel Fu-Chang Dornan, Tim Lai, Ling-Ping Chu, Chun-Lin Medical students’ affective reactions to workplace experiences: qualitative investigation in a Chinese cultural context |
title | Medical students’ affective reactions to workplace experiences: qualitative investigation in a Chinese cultural context |
title_full | Medical students’ affective reactions to workplace experiences: qualitative investigation in a Chinese cultural context |
title_fullStr | Medical students’ affective reactions to workplace experiences: qualitative investigation in a Chinese cultural context |
title_full_unstemmed | Medical students’ affective reactions to workplace experiences: qualitative investigation in a Chinese cultural context |
title_short | Medical students’ affective reactions to workplace experiences: qualitative investigation in a Chinese cultural context |
title_sort | medical students’ affective reactions to workplace experiences: qualitative investigation in a chinese cultural context |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7610235/ https://www.ncbi.nlm.nih.gov/pubmed/33148233 http://dx.doi.org/10.1186/s12909-020-02335-7 |
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