Department of Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran.
Liver and Pancreatobiliary Diseases Research Center, Digestive Disease Research Institute, Tehran University of Medical Sciences, Tehran, Iran.
BMC Med Educ. 2024 Jan 29;24(1):94. doi: 10.1186/s12909-024-05084-z.
Medical students' empathy toward patients with Alzheimer's is rarely found in formal medical curricula. Based on Vygotsky's theory, watching films and reflection can be considered as effective methods to improve empathy. The present study aimed to explore medical students' perceptions of empathy toward patients with Alzheimer after participating in an educational program by using interactive video based on Vygotsky's theory.
This qualitative study was conducted at Tehran University of Medical Sciences in 2022. The population included all 40 medical students. Firstly, the Still Alice movie which is about the feelings of a professor who was diagnosed with Alzheimer's disease was shown to the students. Secondly, the students reflected on their experiences of watching the movie. Thirdly, a session was held for group discussion on the subject of the movie, the patient's feelings, the doctor's attitude, the social environment surrounding the patient shown in the movie, and the necessity of empathy toward patients with Alzheimer's disease. The reflection papers were analyzed using the conventional qualitative content analysis method.
After analyzing 216 codes from 38 reflection papers, four categories, including communication with a patient with Alzheimer's, understanding the patient with Alzheimer's as a whole, medical science development, and the student's individual ideology, were extracted.
Reflection and group discussion after watching movie by providing opportunities for social interaction about personal interpretations will lead to active role in enhancing empathy. Based on the perceptions of the medical students, they gained a perspective to consider the patient as a whole and pay attention to establishing a proper relationship with the patient.
在正规的医学课程中，很少有医学专业的学生对阿尔茨海默病患者表现出同理心。基于维果茨基的理论，观看电影和反思可以被视为提高同理心的有效方法。本研究旨在通过使用基于维果茨基理论的互动视频，探讨医学生在参与教育项目后对阿尔茨海默病患者同理心的看法。
这是 2022 年在德黑兰医科大学进行的一项定性研究。研究对象为 40 名医学生。首先，向学生播放一部关于一位被诊断患有阿尔茨海默病的教授的感受的电影《依然爱丽丝》。其次，学生反思他们观看电影的经历。第三，举行了一次关于电影主题、患者感受、医生态度、电影中所展示的患者周围的社会环境以及对阿尔茨海默病患者同理心的必要性的小组讨论。通过常规的定性内容分析方法对反思论文进行分析。
对 38 篇反思论文中的 216 个代码进行分析后，提取出四个类别，包括与阿尔茨海默病患者沟通、全面理解阿尔茨海默病患者、医学科学发展和学生的个人意识形态。
观看电影后的反思和小组讨论通过提供关于个人解释的社会互动机会，将导致同理心的积极增强。根据医学生的观点，他们获得了一个从整体上考虑患者的视角，并注重与患者建立适当的关系。
