Clark Claire D
a The Department of Behavioral Science , University of Kentucky College of Medicine , Lexington , KY , USA.
Med Educ Online. 2017;22(1):1265848. doi: 10.1080/10872981.2017.1265848.
Premedical students are educated in basic biological and health sciences. As a complement to traditional premedical coursework, medical school applicants are encouraged to shadow practitioners, with the hope that observation will introduce students to the culture and practice of healthcare. Yet the shadowing experience varies widely across practitioners and institutions; resources that guide students' critical reflection and structure the experience are scarce.
A pilot experiential learning course, Doctoring Undercover: Shadowing and the Culture of Medicine, was developed to fill this gap. The course consisted of three parts: an introduction to medical culture through the disciplines of medical sociology, history, anthropology, and bioethics; a site placement in which students applied these fields' analytical techniques to the study of medical culture and practice; and the development of an online activity guide that other premedical students may adapt to their shadowing circumstances.
Students reported that they were exposed to new disciplinary perspectives and interprofessional environments that they would not traditionally encounter. Students' contributions to the shadowing guide encouraged active learning and reflection on the dynamics of effective patient-provider relationships and shadowing experiences.
Locally, the class may be scaled for a larger group of premedical students and incorporated into a formal pathway program for premedical students; the content will also be integrated into the clinical medicine course for first-year medical students. Online, the guide will be promoted for use by other institutions and by individuals planning extracurricular shadowing experiences; feedback will be solicited. Tools for evaluating the short- and long-term impact of the course and guide will be developed and validated. Observational and experimental studies of the course's impact should be conducted.
ICM: Introduction to Clinical Medicine; SCE: Selective Clinical Experiences.
医学预科学生接受基础生物学和健康科学教育。作为传统医学预科课程的补充，鼓励医学院校申请者跟随医疗从业者见习，希望通过观察让学生了解医疗保健文化和实践。然而，不同从业者和机构的见习经历差异很大；指导学生进行批判性反思并构建见习经历的资源稀缺。
开发了一门试点体验式学习课程“卧底行医：见习与医学文化”来填补这一空白。该课程包括三个部分：通过医学社会学、历史、人类学和生物伦理学等学科介绍医学文化；实地见习，学生将这些领域的分析技术应用于医学文化和实践研究；以及开发一个在线活动指南，其他医学预科学生可根据自身见习情况进行调整。
学生报告称，他们接触到了新的学科视角和跨专业环境，而这些是他们在传统学习中不会遇到的。学生对见习指南的贡献促进了积极学习，并促使他们反思有效的医患关系动态和见习经历。
在本地，该课程规模可扩大，面向更多医学预科学生，并纳入医学预科学生的正式途径计划；课程内容也将整合到一年级医学生的临床医学课程中。在网络上，将推广该指南供其他机构和计划进行课外见习的个人使用；并征求反馈意见。将开发并验证评估该课程和指南短期及长期影响的工具。应开展关于该课程影响的观察性和实验性研究。
ICM：临床医学导论；SCE：选择性临床经验。
