Rucker Lloyd, Shapiro Johanna
Department of Medicine, University of California, Irvine, College of Medicine, USA.
Acad Med. 2003 Apr;78(4):391-7. doi: 10.1097/00001888-200304000-00015.
Medical educators have only limited understanding of how integrating humanities-based components into standard curricula contributes to the medical students' professionalism. This study qualitatively analyzed how students used a creative-project assignment during their third-year internal medicine clerkships to explore various aspects of their professional development.
A total of 277 students from three consecutive classes (1999-2002) at the University of California, Irvine, College of Medicine each completed a creative project reflecting on a particularly problematic or meaningful illness-related incident. Process and content analyses of the 221 projects submitted for analysis were performed.
Students' projects employed a wide range of formats, tones, and styles to examine the process of socialization into medicine. Within this framework, their work tended to explore issues such as the proper relationship of medical students to patients, coming to terms with death and dying, understanding the patient's experience of illness, and coping with professional and personal stress.
A creative-projects course component can be a valuable adjunct to traditional clerkship activities in helping students to reflect on the process of becoming a physician.
医学教育工作者对于将基于人文的内容融入标准课程如何促进医学生的职业素养了解有限。本研究定性分析了学生在三年级内科实习期间如何通过一项创意项目作业来探索其职业发展的各个方面。
加利福尼亚大学欧文分校医学院连续三个班级（1999 - 2002年）的总共277名学生各自完成了一个创意项目，该项目围绕一个特别有问题或有意义的与疾病相关的事件展开反思。对提交分析的221个项目进行了过程和内容分析。
学生的项目采用了广泛的形式、语气和风格来审视融入医学领域的社会化过程。在此框架内，他们的作品倾向于探讨诸如医学生与患者的恰当关系、接受死亡和临终、理解患者的患病体验以及应对职业和个人压力等问题。
创意项目课程组成部分可以作为传统实习活动的宝贵辅助，帮助学生反思成为一名医生的过程。
