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首页> 外文期刊>Medical teacher >Enhancing medical students' conceptions of the CanMEDS Health Advocate Role through international service-learning and critical reflection: a phenomenological study.
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Enhancing medical students' conceptions of the CanMEDS Health Advocate Role through international service-learning and critical reflection: a phenomenological study.

机译：通过国际服务学习和批判性反思来加强医学生对CanMEDS健康倡导者角色的认识：一种现象学研究。

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BACKGROUND: Medical students are expressing increasing interest in international experiences in low-income countries where there are pronounced inequities in health and socio-economic development. AIM: We carried out a detailed exploration of the international service-learning (ISL) experience of three medical students and the value of critical reflection as a pedagogical approach to enhance medical students' conceptions of the Canadian Medical Education Directions for Specialists (CanMEDS) Health Advocate Role. METHOD: A phenomenological approach enabled us to study in considerable depth the students' experience from their perspective. Students kept reflective journals and wrote essays including detailed accounts of their experiences. The content of the students' journals and essays was analyzed using the critical incident technique. RESULTS: Students noted an increasingly meaningful sense of what it means to be vulnerable and marginalized, a heightened level of awareness of the social determinants of health and the related importance of community engagement, and a deeper appreciation of the health advocate role and key concepts embedded within it. CONCLUSION: This in-depth phenomenological study focused on the detailed experiences of three students from whom we learned that social justice-oriented approaches to service-learning, coupled with critical reflection, provide potentially viable pedagogical approaches for learning the health advocate role. How this experience will affect the students' future medical practice is yet unknown.
机译：背景：医学生对健康和社会经济发展存在明显不平等现象的低收入国家的国际经验越来越感兴趣。目的：我们详细研究了三名医学生的国际服务学习（ISL）经验以及批判性反思作为加强医学生对加拿大专科医学教育方向（CanMEDS）健康概念的教学方法的价值倡导者角色。方法：现象学方法使我们能够从他们的角度深入研究学生的经验。学生保留反思性日记，并撰写论文，包括对自己经历的详细描述。使用关键事件技术分析了学生期刊和论文的内容。结果：学生注意到对脆弱和边缘化意味着什么的意义越来越有意义，对健康的社会决定因素和社区参与的相关重要性的认识日益提高，并对健康倡导者的作用和所嵌入的关键概念有了更深刻的认识在里面。结论：这项深入的现象学研究集中于三名学生的详细经验，我们从中获悉，以社会正义为导向的服务学习方法，加上批判性反思，为学习健康倡导者的作用提供了可能可行的教学方法。这种经验将如何影响学生未来的医学实践尚不清楚。

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