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Medical students' conceptualisation of health advocacy in an interactive programme

机译：医学生在互动计划中的健康宣传的概念化

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摘要

This study aims to reveal to what degree the preclinical medical students' conceptualisation of health advocacy changes prior to and after the implementation of the "Roles of The Doctor" curriculum. The essay assignments obtained at the pre-and post-sessions of the health advocacy theme and the students' feedback about the programme were used. The analyses were performed following Miles and Huberman's guidelines on qualitative analysis. Before the elective course was implemented, very few students had conceptualizations about health advocacy. The conceptualizations that indirectly referred to health advocacy were responsibility, altruism, and justice, knowing and defending one's rights, looking after the patient, professional political understanding, responsibility and equality. The students defined the concept of health advocacy at three levels and under eight categories after health advocacy theme. They also defined the competencies of health advocate physicians. Offering the advocacy curriculum in the preclinical period enables the development of students' schemata related to the concept of health advocacy. This should be considered a step towards the development of professional identity. Students have dealt with health advocacy in terms of the protection of health professionals. This situation suggests that cognitive and emotional reaction arising from the increase in the cases of violence against professionals.
机译：本研究旨在揭示临床前医学学生在执行“医生作用”课程之前和之后的健康宣传变化的程度。在健康宣传主题的前后和后期会议上获得的论文任务以及学生对该计划的反馈。分析在里程和休伯曼对定性分析指导下进行了分析。在实施选修课之前，很少有学生对健康倡导有概念化。间接提到健康宣传的概念化是责任，利他主义和司法，了解和捍卫一个人的权利，照顾患者，专业的政治理解，责任和平等。学生在健康宣传主题后，在三个层面和八类下定义了健康倡导的概念。他们还确定了健康倡导者的能力。提供普遍存在课程在临床前期，使学生的概念与健康倡导概念相关的发展。这应该被视为发展专业身份的一步。在保护卫生专业人员方面，学生们已经处理了健康宣传。这种情况表明，来自对专业人员的暴力案件增加产生的认知和情绪反应。

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