Center for Medical Education, Graduate School of Medicine, Nagoya University, 65 Tsurumai-cho Showa-ku Nagoya, Nagoya, Aichi, 466-8560, Japan.
Azai-Higashi Clinic, Hokkaido Centre for Family Medicine, Sapporo, Hokkaido, Japan.
BMC Med Educ. 2021 Nov 12;21(1):574. doi: 10.1186/s12909-021-03009-8.
Effective social and behavioral sciences teaching in medical education requires integration with clinical experience, as well as collaboration between social and behavioral sciences experts and clinical faculty. However, teaching models for achieving this integration have not been adequately established, nor has the collaboration process been described. This study aims to propose a collaborative clinical case conference model to integrate social and behavioral sciences and clinical experience. Additionally, we describe how social and behavioral science experts and clinical faculty collaborate during the development of the teaching method.
A team of medical teachers and medical anthropologists planned for the development of a case conference based on action research methodology. The initial model was planned for a 3-h session, similar to a Clinicopathological Conference (CPC) structure. We evaluated each session based on field notes taken by medical anthropologists and post-session questionnaires that surveyed participants' reactions and points of improvement. Based on the evaluation, a reflective meeting was held to discuss revisions for the next trial. We incorporated the development process into undergraduate medical curricula in clinical years and in a postgraduate and continuous professional development session for residents and certified family physicians in Japan. We repeated the plan-act-observe-reflection process more than 15 times between 2015 and 2018.
The development of the collaborative clinical case conference model is summarized in three phases: Quasi-CPC, Interactive, and Co-constructive with unique structures and underlying paradigms. The model successfully contributed to promoting the participants' recognition of the clinical significance of social and behavioral sciences. The case preparation entailed unique and significant learning of how social and behavioral sciences inform clinical practice. The model development process promoted the mutual understanding between clinical faculty and anthropologists, which might function as faculty development for teachers involved in social and behavioral sciences teaching in medical education.
The application of appropriate conference models and awareness of their underlying paradigms according to educational situations promotes the integration of social and behavioral sciences with clinical medicine education. Faculty development regarding social and behavioral sciences in medical education should focus on collaboration with scholars with different paradigmatic orientations.
医学教育中有效的社会和行为科学教学需要与临床经验相结合，同时需要社会和行为科学专家与临床教师之间的合作。然而，尚未充分建立实现这种整合的教学模式，也没有描述合作过程。本研究旨在提出一种协作临床病例会议模式，将社会和行为科学与临床经验相结合。此外，我们描述了社会和行为科学专家与临床教师在教学方法发展过程中的合作方式。
一组医学教师和医学人类学家按照行动研究方法计划开展病例会议的开发。最初的模式计划为 3 小时的会议，类似于临床病理会议（CPC）结构。我们根据医学人类学家记录的现场笔记和会后问卷调查评估每个会议，调查参与者的反应和改进点。根据评估结果，举行反思会议讨论下一次试验的修订。我们将开发过程纳入日本临床学年的本科医学课程以及住院医师和认证家庭医生的研究生和持续专业发展课程中。在 2015 年至 2018 年期间，我们重复了 15 多次计划-行动-观察-反思的过程。
协作临床病例会议模型的开发总结为三个阶段：准 CPC、互动和共同构建，具有独特的结构和潜在的范例。该模型成功地促进了参与者对社会和行为科学临床意义的认识。病例准备涉及到独特而重要的学习，了解社会和行为科学如何为临床实践提供信息。该模型的开发过程促进了临床教师和人类学家之间的相互理解，这可能作为医学教育中社会和行为科学教学的教师发展。
根据教育情况应用适当的会议模式并了解其潜在范例，可以促进社会和行为科学与临床医学教育的整合。医学教育中社会和行为科学的教师发展应侧重于与具有不同范式取向的学者合作。
