"I wanted to communicate my feelings freely": a descriptive study of creative responses to enhance reflection in palliative medicine education.
Identifieur interne : 000E87 ( Main/Exploration ); précédent : 000E86; suivant : 000E88"I wanted to communicate my feelings freely": a descriptive study of creative responses to enhance reflection in palliative medicine education.
Auteurs : Lynn Mcbain [Nouvelle-Zélande] ; Sinéad Donnelly [Nouvelle-Zélande] ; Jo Hilder [Nouvelle-Zélande] ; Clare O'Leary [Nouvelle-Zélande] ; Eileen Mckinlay [Nouvelle-Zélande]Source :
- BMC medical education [ 1472-6920 ] ; 2015.
Descripteurs français
- KwdFr :
- Adulte (MeSH), Adulte d'âge moyen (MeSH), Communication (MeSH), Créativité (MeSH), Enquêtes et questionnaires (MeSH), Enseignement médical premier cycle (méthodes), Femelle (MeSH), Humains (MeSH), Jeune adulte (MeSH), Mâle (MeSH), Médecine palliative (enseignement et éducation), Narration (MeSH), Programme d'études (MeSH), Recherche qualitative (MeSH), Émotions (MeSH), Étudiant médecine (psychologie).
- MESH :
- enseignement et éducation : Médecine palliative.
- méthodes : Enseignement médical premier cycle.
- psychologie : Étudiant médecine.
- Adulte, Adulte d'âge moyen, Communication, Créativité, Enquêtes et questionnaires, Femelle, Humains, Jeune adulte, Mâle, Narration, Programme d'études, Recherche qualitative, Émotions.
English descriptors
- KwdEn :
- Adult (MeSH), Communication (MeSH), Creativity (MeSH), Curriculum (MeSH), Education, Medical, Undergraduate (methods), Emotions (MeSH), Female (MeSH), Humans (MeSH), Male (MeSH), Middle Aged (MeSH), Narration (MeSH), Palliative Medicine (education), Qualitative Research (MeSH), Students, Medical (psychology), Surveys and Questionnaires (MeSH), Young Adult (MeSH).
- MESH :
- education : Palliative Medicine.
- methods : Education, Medical, Undergraduate.
- psychology : Students, Medical.
- Adult, Communication, Creativity, Curriculum, Emotions, Female, Humans, Male, Middle Aged, Narration, Qualitative Research, Surveys and Questionnaires, Young Adult.
Abstract
BACKGROUND
The recent growth of arts and humanities in medical education shows recognition that these disciplines can facilitate a breadth of thinking and result in personal and professional growth. However creative work can be a challenge to incorporate into a busy curriculum. Offering the option of creative media as a way of reflecting is an example of how this can occur. This study aimed to examine the medical student response to being given this option to explore a visit to a patient in a hospice.
METHODS
This was a mainly qualitative study. In the 2012 academic programme, the class of 86 students were given the option of using a creative medium to explore their responses to both the visit and their developing communication skills. Students were required to write an accompanying commentary if submitting the creative work option. Sixty-four percent of the class chose a creative medium e.g. poetry, visual art, narrative prose, music. These students were asked to take part in research including completing a short on-line survey and consenting for their creative work and commentaries to be further examined. The creative works were categorised by genre and the commentaries analysed using inductive thematic analysis.
RESULTS
Seventeen students completed the on-line survey and fifteen consented to their work being used for this research. Thematic analysis of the student commentaries revealed the following themes: effectiveness for expressing emotion or ideas that are difficult to articulate; engaging and energising quality of the task; time for reflection; flexibility for individual learning styles and therapeutic value.
CONCLUSIONS
Teaching the art of communicating at end-of-life is challenging especially when it involves patients, and teachers want to ensure students gain as much as possible from the experience. Offering the option to use creative media means that students can choose a medium for reflection that best suits them as individuals and that can enable them to benefit as much as possible from their experience.
DOI: 10.1186/s12909-015-0465-4
PubMed: 26498341
PubMed Central: PMC4619026
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
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Sinead.Donnelly@ccdhb.org.nz.</nlm:affiliation><country xml:lang="fr">Nouvelle-Zélande</country><wicri:regionArea>Wellington Hospital, Riddiford St, Newtown, Wellington, 6021</wicri:regionArea><wicri:noRegion>6021</wicri:noRegion></affiliation></author><author><name sortKey="Hilder, Jo" sort="Hilder, Jo" uniqKey="Hilder J" first="Jo" last="Hilder">Jo Hilder</name><affiliation wicri:level="1"><nlm:affiliation>Department of Primary Health Care and General Practice, University of Otago, PO Box 7343, Wellington, 6242, New Zealand. jo.hilder@otago.ac.nz.</nlm:affiliation><country xml:lang="fr">Nouvelle-Zélande</country><wicri:regionArea>Department of Primary Health Care and General Practice, University of Otago, PO Box 7343, Wellington, 6242</wicri:regionArea><wicri:noRegion>6242</wicri:noRegion></affiliation></author><author><name sortKey="O Leary, Clare" sort="O Leary, Clare" uniqKey="O Leary C" first="Clare" last="O'Leary">Clare O'Leary</name><affiliation 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level="j">BMC medical education</title><idno type="eISSN">1472-6920</idno><imprint><date when="2015" type="published">2015</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Adult (MeSH)</term><term>Communication (MeSH)</term><term>Creativity (MeSH)</term><term>Curriculum (MeSH)</term><term>Education, Medical, Undergraduate (methods)</term><term>Emotions (MeSH)</term><term>Female (MeSH)</term><term>Humans (MeSH)</term><term>Male (MeSH)</term><term>Middle Aged (MeSH)</term><term>Narration (MeSH)</term><term>Palliative Medicine (education)</term><term>Qualitative Research (MeSH)</term><term>Students, Medical (psychology)</term><term>Surveys and Questionnaires (MeSH)</term><term>Young Adult (MeSH)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Adulte (MeSH)</term><term>Adulte d'âge moyen (MeSH)</term><term>Communication (MeSH)</term><term>Créativité (MeSH)</term><term>Enquêtes et questionnaires (MeSH)</term><term>Enseignement médical premier cycle (méthodes)</term><term>Femelle (MeSH)</term><term>Humains (MeSH)</term><term>Jeune adulte (MeSH)</term><term>Mâle (MeSH)</term><term>Médecine palliative (enseignement et éducation)</term><term>Narration (MeSH)</term><term>Programme d'études (MeSH)</term><term>Recherche qualitative (MeSH)</term><term>Émotions (MeSH)</term><term>Étudiant médecine (psychologie)</term></keywords><keywords scheme="MESH" qualifier="education" xml:lang="en"><term>Palliative Medicine</term></keywords><keywords scheme="MESH" qualifier="enseignement et éducation" xml:lang="fr"><term>Médecine palliative</term></keywords><keywords scheme="MESH" qualifier="methods" xml:lang="en"><term>Education, Medical, Undergraduate</term></keywords><keywords scheme="MESH" qualifier="méthodes" xml:lang="fr"><term>Enseignement médical premier cycle</term></keywords><keywords scheme="MESH" qualifier="psychologie" xml:lang="fr"><term>Étudiant médecine</term></keywords><keywords scheme="MESH" qualifier="psychology" xml:lang="en"><term>Students, Medical</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Adult</term><term>Communication</term><term>Creativity</term><term>Curriculum</term><term>Emotions</term><term>Female</term><term>Humans</term><term>Male</term><term>Middle Aged</term><term>Narration</term><term>Qualitative Research</term><term>Surveys and Questionnaires</term><term>Young Adult</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Adulte</term><term>Adulte d'âge moyen</term><term>Communication</term><term>Créativité</term><term>Enquêtes et questionnaires</term><term>Femelle</term><term>Humains</term><term>Jeune adulte</term><term>Mâle</term><term>Narration</term><term>Programme d'études</term><term>Recherche qualitative</term><term>Émotions</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p><b>BACKGROUND</b></p><p>The recent growth of arts and humanities in medical education shows recognition that these disciplines can facilitate a breadth of thinking and result in personal and professional growth. However creative work can be a challenge to incorporate into a busy curriculum. Offering the option of creative media as a way of reflecting is an example of how this can occur. This study aimed to examine the medical student response to being given this option to explore a visit to a patient in a hospice.</p></div><div type="abstract" xml:lang="en"><p><b>METHODS</b></p><p>This was a mainly qualitative study. In the 2012 academic programme, the class of 86 students were given the option of using a creative medium to explore their responses to both the visit and their developing communication skills. Students were required to write an accompanying commentary if submitting the creative work option. Sixty-four percent of the class chose a creative medium e.g. poetry, visual art, narrative prose, music. These students were asked to take part in research including completing a short on-line survey and consenting for their creative work and commentaries to be further examined. The creative works were categorised by genre and the commentaries analysed using inductive thematic analysis.</p></div><div type="abstract" xml:lang="en"><p><b>RESULTS</b></p><p>Seventeen students completed the on-line survey and fifteen consented to their work being used for this research. Thematic analysis of the student commentaries revealed the following themes: effectiveness for expressing emotion or ideas that are difficult to articulate; engaging and energising quality of the task; time for reflection; flexibility for individual learning styles and therapeutic value.</p></div><div type="abstract" xml:lang="en"><p><b>CONCLUSIONS</b></p><p>Teaching the art of communicating at end-of-life is challenging especially when it involves patients, and teachers want to ensure students gain as much as possible from the experience. Offering the option to use creative media means that students can choose a medium for reflection that best suits them as individuals and that can enable them to benefit as much as possible from their experience.</p></div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">26498341</PMID><DateCompleted><Year>2016</Year><Month>07</Month><Day>18</Day></DateCompleted><DateRevised><Year>2018</Year><Month>11</Month><Day>13</Day></DateRevised><Article PubModel="Electronic"><Journal><ISSN IssnType="Electronic">1472-6920</ISSN><JournalIssue CitedMedium="Internet"><Volume>15</Volume><PubDate><Year>2015</Year><Month>Oct</Month><Day>23</Day></PubDate></JournalIssue><Title>BMC medical education</Title><ISOAbbreviation>BMC Med Educ</ISOAbbreviation></Journal><ArticleTitle>"I wanted to communicate my feelings freely": a descriptive study of creative responses to enhance reflection in palliative medicine education.</ArticleTitle><Pagination><MedlinePgn>180</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1186/s12909-015-0465-4</ELocationID><Abstract><AbstractText Label="BACKGROUND" NlmCategory="BACKGROUND">The recent growth of arts and humanities in medical education shows recognition that these disciplines can facilitate a breadth of thinking and result in personal and professional growth. However creative work can be a challenge to incorporate into a busy curriculum. Offering the option of creative media as a way of reflecting is an example of how this can occur. This study aimed to examine the medical student response to being given this option to explore a visit to a patient in a hospice.</AbstractText><AbstractText Label="METHODS" NlmCategory="METHODS">This was a mainly qualitative study. In the 2012 academic programme, the class of 86 students were given the option of using a creative medium to explore their responses to both the visit and their developing communication skills. Students were required to write an accompanying commentary if submitting the creative work option. Sixty-four percent of the class chose a creative medium e.g. poetry, visual art, narrative prose, music. These students were asked to take part in research including completing a short on-line survey and consenting for their creative work and commentaries to be further examined. The creative works were categorised by genre and the commentaries analysed using inductive thematic analysis.</AbstractText><AbstractText Label="RESULTS" NlmCategory="RESULTS">Seventeen students completed the on-line survey and fifteen consented to their work being used for this research. Thematic analysis of the student commentaries revealed the following themes: effectiveness for expressing emotion or ideas that are difficult to articulate; engaging and energising quality of the task; time for reflection; flexibility for individual learning styles and therapeutic value.</AbstractText><AbstractText Label="CONCLUSIONS" NlmCategory="CONCLUSIONS">Teaching the art of communicating at end-of-life is challenging especially when it involves patients, and teachers want to ensure students gain as much as possible from the experience. Offering the option to use creative media means that students can choose a medium for reflection that best suits them as individuals and that can enable them to benefit as much as possible from their experience.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>McBain</LastName><ForeName>Lynn</ForeName><Initials>L</Initials><AffiliationInfo><Affiliation>Department of Primary Health Care and General Practice, University of Otago, PO Box 7343, Wellington, 6242, New Zealand. lynn.mcbain@otago.ac.nz.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Donnelly</LastName><ForeName>Sinéad</ForeName><Initials>S</Initials><AffiliationInfo><Affiliation>Wellington Hospital, Riddiford St, Newtown, Wellington, 6021, New Zealand. Sinead.Donnelly@ccdhb.org.nz.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Hilder</LastName><ForeName>Jo</ForeName><Initials>J</Initials><AffiliationInfo><Affiliation>Department of Primary Health Care and General Practice, University of Otago, PO Box 7343, Wellington, 6242, New Zealand. jo.hilder@otago.ac.nz.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>O'Leary</LastName><ForeName>Clare</ForeName><Initials>C</Initials><AffiliationInfo><Affiliation>Mary Potter Hospice, 48 Mein St, Newtown, Wellington, 6021, New Zealand. clare.oleary@marypotter.org.nz.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>McKinlay</LastName><ForeName>Eileen</ForeName><Initials>E</Initials><AffiliationInfo><Affiliation>Department of Primary Health Care and General Practice, University of Otago, PO Box 7343, Wellington, 6242, New Zealand. eileen.mckinlay@otago.ac.nz.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2015</Year><Month>10</Month><Day>23</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>BMC Med Educ</MedlineTA><NlmUniqueID>101088679</NlmUniqueID><ISSNLinking>1472-6920</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><MeshHeadingList><MeshHeading><DescriptorName UI="D000328" MajorTopicYN="N">Adult</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D003142" MajorTopicYN="N">Communication</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D003405" MajorTopicYN="Y">Creativity</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D003479" MajorTopicYN="N">Curriculum</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D004504" MajorTopicYN="N">Education, Medical, Undergraduate</DescriptorName><QualifierName UI="Q000379" MajorTopicYN="N">methods</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D004644" MajorTopicYN="Y">Emotions</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D005260" MajorTopicYN="N">Female</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D006801" MajorTopicYN="N">Humans</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D008297" MajorTopicYN="N">Male</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D008875" MajorTopicYN="N">Middle Aged</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D033262" MajorTopicYN="N">Narration</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D065126" MajorTopicYN="N">Palliative Medicine</DescriptorName><QualifierName UI="Q000193" MajorTopicYN="N">education</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D036301" MajorTopicYN="N">Qualitative Research</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D013337" MajorTopicYN="N">Students, Medical</DescriptorName><QualifierName UI="Q000523" MajorTopicYN="N">psychology</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D011795" MajorTopicYN="N">Surveys and Questionnaires</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D055815" MajorTopicYN="N">Young Adult</DescriptorName></MeshHeading></MeshHeadingList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2015</Year><Month>07</Month><Day>25</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2015</Year><Month>10</Month><Day>16</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2015</Year><Month>10</Month><Day>27</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2015</Year><Month>10</Month><Day>27</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate 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name="Nouvelle-Zélande"><noRegion><name sortKey="Mcbain, Lynn" sort="Mcbain, Lynn" uniqKey="Mcbain L" first="Lynn" last="Mcbain">Lynn Mcbain</name></noRegion><name sortKey="Donnelly, Sinead" sort="Donnelly, Sinead" uniqKey="Donnelly S" first="Sinéad" last="Donnelly">Sinéad Donnelly</name><name sortKey="Hilder, Jo" sort="Hilder, Jo" uniqKey="Hilder J" first="Jo" last="Hilder">Jo Hilder</name><name sortKey="Mckinlay, Eileen" sort="Mckinlay, Eileen" uniqKey="Mckinlay E" first="Eileen" last="Mckinlay">Eileen Mckinlay</name><name sortKey="O Leary, Clare" sort="O Leary, Clare" uniqKey="O Leary C" first="Clare" last="O'Leary">Clare O'Leary</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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