Dubé Timothy, Schinke Robert, Strasser Roger
Centre for Medical Education, McGill University, Québec, Canada.
School of Human Kinetics, Laurentian University, Ontario, Canada.
Can Med Educ J. 2019 Jul 24;10(3):e5-e16. eCollection 2019 Jul.
Social support may be beneficial for medical students who must develop adaptive strategies to respond to the demands and challenges during third-year clerkship. We provide a detailed description of the supportive behaviours experienced by third-year students during a longitudinal integrated clerkship (LIC) in the context of rural family medicine.
Informed by a social constructivist research paradigm, we undertook a qualitative study to understand from the students' perspectives the presence and characteristics of social support available during a LIC. Data were collected from conversational interviews at three points during the eight-month clerkship year, pre-, during, and post-clerkship, to explore how 12 medical students experienced social support. We employed an innovative methodological approach, the guided walk method, to gain the students' stories in the contexts where they were taking place.
The participants described the relationships they developed with various sources of social support such as (a) preceptors, (b) peers, (c) family, (d) health professionals, and (e) community members.
Various individuals representing communities of practice such as the medical profession and community members were intimately related to the longitudinal aspects of the students' experiences. The findings lend credence to the view that .
社会支持可能有益于医学生，他们必须制定适应性策略来应对三年级临床实习期间的要求和挑战。我们详细描述了三年级学生在农村家庭医学背景下的纵向综合临床实习（LIC）期间所经历的支持行为。
以社会建构主义研究范式为指导，我们进行了一项定性研究，从学生的角度了解LIC期间社会支持的存在情况和特征。在为期八个月的临床实习年中的三个时间点，即实习前、实习期间和实习后，通过对话访谈收集数据，以探究12名医学生如何体验社会支持。我们采用了一种创新的方法——引导式步行法，在事件发生的背景下获取学生的故事。
参与者描述了他们与各种社会支持来源建立的关系，例如（a）带教老师，（b）同龄人，（c）家人，（d）健康专业人员，以及（e）社区成员。
代表医学专业和社区成员等实践社区的各种个体与学生经历的纵向方面密切相关。这些发现支持了以下观点……
