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首页> 外文期刊>Medical Education Online >Near-peer role modeling: Can fourth-year medical students, recognized for their humanism, enhance reflection among second-year students in a physical diagnosis course?
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Near-peer role modeling: Can fourth-year medical students, recognized for their humanism, enhance reflection among second-year students in a physical diagnosis course?

机译：准同龄人的榜样：四年级医学生，以其人文主义得到认可，是否可以增强物理诊断课程中二年级学生的反思？

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IntroductionHumanism is cultivated through reflection and self-awareness. We aimed to employ fourth-year medical students, recognized for their humanism, to facilitate reflective sessions for second-year medical students with the intention of positively influencing reflective process toward humanistic development.Methods/AnalysisA total of 186 students were randomly assigned to one of three comparison arms: eight groups of eight students (64 students) were facilitated by a fourth-year student who was a Gold Humanism Honor Society member (GHHS); eight groups (64 students) by a volunteer non-GHHS student; and seven groups (58 students) were non-facilitated. Before sessions, second-year students set learning goals concerning interactions with patients; fourth-year students received training materials on facilitation. Groups met twice during their 10 clinical site visits. At the last session, students completed a reflective assignment on their goal progress. Comparative mixed method analyses were conducted among the three comparison arms on reflection (reflective score on in-session assignment) and session satisfaction (survey) in addition to a thematic analysis of responses on the in-session assignment.ResultsWe found significant differences among all three comparison arms on students’ reflective scores (p =0.0003) and satisfaction (p =0.0001). T -tests comparing GHHS- and non-GHHS-facilitated groups showed significantly higher mean reflective scores for GHHS-facilitated groups (p =0.033); there were no differences on session satisfaction. Thematic analysis of students’ reflections showed attempts at self-examination, but lacked depth in addressing emotions. There was a common focus on achieving comfort and confidence in clinical skills performance.Discussion/ConclusionsNear peers, recognized for their humanism, demonstrated significant influence in deepening medical students’ reflections surrounding patient interactions or humanistic development. Overall, students preferred facilitated to non-facilitated peer feedback forums. This model holds promise for enhancing self-reflection in medical education, but needs further exploration to determine behavioral effects.
机译：引言人性是通过反思和自我意识来培养的。我们的目标是聘用以人文主义着称的四年级医学生，以促进对二年级医学生的反思性会议，以期积极影响反思过程对人文发展的影响。方法/分析总共186名学生被随机分配到其中一名三个比较机构：八年级学生（64名学生）由一个八年级学生提供帮助，该学生是金人道主义奖学会的会员（GHHS）;非GHHS志愿者学生分为八组（64名学生）;七个小组（58名学生）没有参加。课前，二年级学生设定了与患者互动的学习目标;四年级的学生收到了简化培训材料。小组在10次临床现场访问中两次会面。在上一届会议上，学生们完成了对目标进度的反思性作业。除了对会话中分配的回答进行主题分析外，还对三个比较组在思考（会话中分配的反射分数）和会话满意度（调查）之间进行了比较混合方法分析。比较可以反映学生的反思分数（ p = 0.0003）和满意度（ p = 0.0001）。比较GHHS和非GHHS促进组的T检验显示，GHHS促进组的平均反射评分显着更高（p = 0.033）;会议满意度没有差异。对学生思考的主题分析表明了进行自我检查的尝试，但缺乏解决情感的深度。讨论/结论以人文素养闻名的近等同伴在加深医学生对患者互动或人文发展的思考方面表现出深远的影响。总体而言，学生们喜欢有帮助的学生而不是无帮助的同学反馈论坛。该模型有望在医学教育中增强自我反省，但需要进一步探索以确定行为影响。

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