Muszkat Mordechai, Barak Orly, Lalazar Gadi, Mazal Bracha, Schneider Ronen, Levi Irit Mor-Yosef, Cohen Matan J, Canetti Laura, Ben Yehuda Arie, Naparstek Yaakov
The Department of Medicine, Hadassah-Hebrew University Medical Center, Jerusalem 91120, Israel.
BMC Med Educ. 2014 Sep 15;14:188. doi: 10.1186/1472-6920-14-188.
Art-based interventions are widely used in medical education. However, data on the potential effects of art-based interventions on medical students have been limited to small qualitative studies on students' evaluation of elective programs, and thus their findings may be difficult to generalize. The goal of this study is to examine, in an unselected students' population, the effect of students' gender, ethnicity and attitude towards poetry on their evaluation of a clinically-integrated poetry-based educational intervention.
A required Clinically- Oriented Poetry-reading Experience (COPE) is integrated into the 4th year internal medicine clerkship. We constructed a questionnaire regarding the program's effects on students. Students completed the questionnaire at the end of the clerkship. We performed a Confirmatory Factor Analysis, and examined the relationship between students' evaluation of the program and students' ethnicity, gender, attitude towards poetry-reading, and the timing of the program (early/late) during the fourth year.
144 students participated in the program, of which 112 completed the questionnaires. We identified two effect factors: "student-patient" and "self and colleagues". The average score for "student-patient" factor was significantly higher as compared to the "self and colleagues" factor.Evaluation the "student- patient" effect factor was higher among Arab and Druze as compared to Jewish students. Students' attitude towards poetry-reading did not correlate with the "student-patient" effect, but correlated with the "self and colleagues" effect. The evaluation of the "self and colleagues" effect was higher among students who participated in the program during their second as compared with the first clerkship. Students' gender was not associated with any of the effects identified. Students favored obligatory participation in COPE as compared with elective course format.
According to students' evaluation, a format of integrated, obligatory poetry-based intervention may be suitable for enhancing "student-patient" aims in heterogeneous student populations. The higher evaluation of the "patient-student" effect among Arab and Druze as compared to Jewish students may be related to cultural differences in the perception of this component of medical professionalism. Further research can provide insight into the effect of cultural and ethnic differences on actual empathy of medical students in patient encounters.
基于艺术的干预措施在医学教育中被广泛应用。然而，关于基于艺术的干预措施对医学生潜在影响的数据，仅限于对学生对选修课程评价的小型定性研究，因此其研究结果可能难以推广。本研究的目的是在未经过筛选的学生群体中，考察学生的性别、种族以及对诗歌的态度对其对基于临床整合诗歌的教育干预措施评价的影响。
将一门必修的以临床为导向的诗歌阅读体验课程（COPE）纳入四年级内科实习课程。我们编制了一份关于该课程对学生影响的问卷。学生在实习结束时完成问卷。我们进行了验证性因素分析，并考察了学生对课程的评价与学生的种族、性别、对诗歌阅读的态度以及该课程在四年级的时间安排（早期/晚期）之间的关系。
144名学生参与了该课程，其中112名完成了问卷。我们确定了两个影响因素：“学生 - 患者”和“自我与同事”。“学生 - 患者”因素的平均得分显著高于“自我与同事”因素。与犹太学生相比，阿拉伯和德鲁兹学生对“学生 - 患者”影响因素的评价更高。学生对诗歌阅读的态度与“学生 - 患者”影响不相关，但与“自我与同事”影响相关。与在第一次实习期间参与该课程的学生相比，在第二次实习期间参与该课程的学生对“自我与同事”影响的评价更高。学生的性别与所确定的任何影响均无关联。与选修课程形式相比，学生更倾向于强制参加COPE课程。
根据学生的评价，一种整合的、强制性的基于诗歌的干预措施形式可能适合在异质学生群体中增强“学生 - 患者”目标。与犹太学生相比，阿拉伯和德鲁兹学生对“患者 - 学生”影响的评价更高，这可能与对医学专业精神这一组成部分认知的文化差异有关。进一步的研究可以深入了解文化和种族差异对医学生在患者诊疗过程中实际同理心的影响。
