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首页> 外文期刊>Academic psychiatry: the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry >Students’ Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video: A Qualitative Study
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Students’ Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video: A Qualitative Study

机译：学生从教学教学会议的学习经历，包括患者案例作为文本或视频：定性研究

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摘要

Objectives The aim of this study was to explore medical students’ learning experiences from the didactic teaching formats using either text-based patient cases or video-based patient cases with similar content. The authors explored how the two different patient case formats influenced students’ perceptions of psychiatric patients and students’ reflections on meeting and communicating with psychiatric patients. Methods The authors conducted group interviews with 30 medical students who volunteered to participate in interviews and applied inductive thematic content analysis to the transcribed interviews. Results Students taught with text-based patient cases emphasized excitement and drama towards the personal clinical narratives presented by the teachers during the course, but never referred to the patient cases. Authority and boundary setting were regarded as important in managing patients. Students taught with video-based patient cases, in contrast, often referred to the patient cases when highlighting new insights, including the importance of patient perspectives when communicating with patients. Conclusion The format of patient cases included in teaching may have a substantial impact on students’ patient-centeredness. Video-based patient cases are probably more effective than text-based patient cases in fostering patient-centered perspectives in medical students. Teachers sharing stories from their own clinical experiences stimulates both engagement and excitement, but may also provoke unintended stigma and influence an authoritative approach in medical students towards managing patients in clinical psychiatry.
机译：目的这项研究的目的是探索医学生从教学教学格式的学习经验，使用基于文本的患者案例或基于视频的患者案例，具有类似内容。作者探讨了两种不同的患者案例格式如何影响学生对精神病患者的看法和与精神病患者沟通的思考。方法采用作者对30名医学生进行了群体访谈，自愿参与访谈并将归纳专题内容分析应用于转录访谈。结果学生教授基于文本的患者案例强调兴奋和戏剧，朝着教师在课程中提出的个人临床叙述，但从未提到患者病例。权威和边界设置被认为是管理患者的重要性。相比之下，学生们教导了基于视频的患者病例，通常在突出新的见解时提到患者病例，包括与患者沟通时患者观点的重要性。结论教学中包括的患者案件的格式可能对学生的患者为中心有很大的影响。基于视频的患者案例可能比基于文本的患者案例更有效，在医学生培养患者以患者为中心的观点来看。教师分享自己的临床经验的故事刺激了参与和兴奋，但也可能引起意外的耻辱，并影响医学生对临床精神病学患者的权威方法。

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