Gąsiorowski Jakub, Rudowicz Elżbieta
a Department of Medical History and Ethics , Pomeranian Medical University , Szczecin , Poland.
Teach Learn Med. 2014;26(3):217-24. doi: 10.1080/10401334.2014.914942.
Pressures related to medical training influence individual experiences in the course of study, which in turn can lead to changes in students' professional attitudes.
The aim of this investigation was to explore expectations, experiences, and attitude changes among Polish students as they progressed through a medical university.
The study used a longitudinal approach in which the same cohort of students was surveyed over time, with the same questionnaire administered, at the end of Year 1 and Year 6.
The results showed that the disparity between students' expectations about studying medicine and the reality increased between Year 1 and Year 6 (p<.0001). The biggest gap concerned "technical support" and "contacts with faculty"-the observed effect size was medium with the respective Cohen's d values 0.507 and 0.368. Students in Year 1 were most disappointed by the "lack of support from faculty and their lack of interest in teaching," whereas, in Year 6, students were most concerned about an approach to teaching that equipped them in theoretical knowledge at the expense of practical skills. Students in Year 6 noticed more changes in themselves and their perception of the world as a result of medical training than students in Year 1. However, the proportion of positive changes to negative ones was 5.4:1 for Year 1 and 1.4:1 for Year 6 students.
Our findings show that medical training constitutes a strong socializing experience, which has positive and negative impacts. Negative changes perceived by students include an increase in distrust and cynicism, whereas positive changes consist of enhanced maturity, self-confidence, and empathy, which are likely to have an impact on future doctors' professional practice.
与医学培训相关的压力会影响学习过程中的个人经历，进而可能导致学生职业态度的改变。
本调查旨在探讨波兰学生在医科大学学习过程中的期望、经历和态度变化。
本研究采用纵向研究方法，在第1年末和第6年末对同一组学生进行调查，使用相同的问卷。
结果显示，学生对医学学习的期望与现实之间的差距在第1年到第6年之间有所增加（p<0.0001）。最大的差距在于“技术支持”和“与教师的接触”——观察到的效应量为中等，相应的科恩d值分别为0.507和0.368。第1年的学生对“教师缺乏支持以及他们对教学缺乏兴趣”最为失望，而在第6年，学生最担心的是一种以牺牲实践技能为代价来传授理论知识的教学方法。与第1年的学生相比，第6年的学生由于医学培训而在自身以及对世界的认知方面注意到了更多的变化。然而，第1年学生积极变化与消极变化的比例为5.4:1，第6年学生为1.4:1。
我们的研究结果表明，医学培训是一种强大的社会化经历，具有积极和消极影响。学生察觉到的消极变化包括不信任和愤世嫉俗情绪的增加，而积极变化包括成熟度、自信心和同理心的增强，这些可能会对未来医生的专业实践产生影响。
