Wear Delese, Kokinova Margarita, Keck-McNulty Cynthia, Aultman Julie
Department of Behavioral Sciences, Northeastern Ohio Universities, College of Medicine, Rootstown, Ohio 44272, USA.
Teach Learn Med. 2005 Spring;17(2):184-91. doi: 10.1207/s15328015tlm1702_14.
A well-known phenomenon among U.S. medical students known as pimping, or the pedagogical device of questioning students in the clinical setting, receives virtually no attention in medical literature.
Identifying 4th-year medical students' relevant knowledge and attitudes about pimping may help educators understand the range of beliefs about pimping and the role it plays in the socialization process into the medical community.
Over a 2-month period, 11 fourth-year medical students at a Midwest medical school were asked 6 open-ended questions focusing on pimping as understood and experienced in the clinical setting. Investigators individually analyzed the interview data using qualitative methods to characterize students' experiences and recurring ideas and concepts.
All students noted the hierarchical nature of pimping, viewing it as a tool for attendings or residents to assess students' levels of knowledge. Although some students experienced malignant pimping, humiliated by incessant questioning or questions inappropriate to their level of training, all the students in the sample were positive about pimping and its effectiveness as a pedagogical tool. Investigators found that location within the clinical setting determines how students define and understand the motives for pimping.
Understanding how students define and experience the pimping phenomenon prepares medical educators to scrutinize pimping as a pedagogical tool and to provide the most effective and encouraging environment for students.
在美国医学生中，有一种广为人知的现象叫“刁难”，即在临床环境中对学生进行提问的教学手段，但医学文献中几乎没有对此予以关注。
了解四年级医学生对“刁难”的相关知识和态度，可能有助于教育工作者理解关于“刁难”的各种观念，以及它在医学社群社会化过程中所起的作用。
在两个月的时间里，对一所中西部医学院的11名四年级医学生提出了6个开放式问题，重点是在临床环境中所理解和经历的“刁难”。研究人员使用定性方法单独分析访谈数据，以描述学生的经历以及反复出现的想法和概念。
所有学生都指出了“刁难”的等级性质，将其视为主治医生或住院医生评估学生知识水平的一种工具。尽管一些学生经历过恶意“刁难”，因无休止的提问或与他们培训水平不相符的问题而感到羞辱，但样本中的所有学生对“刁难”及其作为一种教学工具的有效性持肯定态度。研究人员发现，临床环境中的位置决定了学生如何定义和理解“刁难”的动机。
了解学生如何定义和体验“刁难”现象，有助于医学教育工作者审视“刁难”作为一种教学工具的情况，并为学生提供最有效且鼓舞人心的环境。
