Kamilla Pedersen

Students’ Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video: A Qualitative Study

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

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Students’ Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video: A Qualitative Study. / Pedersen, Kamilla; Holdgaard, Martin Møller; Paltved, Charlotte; Mors, Ole; Ringsted, Charlotte; Morcke, Anne Mette.

I: Academic Psychiatry, Bind 42, Nr. 5, 10.2018, s. 622-629.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

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Pedersen, Kamilla ; Holdgaard, Martin Møller ; Paltved, Charlotte ; Mors, Ole ; Ringsted, Charlotte ; Morcke, Anne Mette. / Students’ Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video: A Qualitative Study. I: Academic Psychiatry. 2018 ; Bind 42, Nr. 5. s. 622-629.

Bibtex

@article{4b3eef41b35a486583c32c9eb6b37558,
title = "Students{\textquoteright} Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video: A Qualitative Study",
abstract = "Objectives The aim of this study was to explore medical stu- dents{\textquoteright} learning experiences from the didactic teaching formats using either text-based patient cases or video-based patient cases with similar content. The authors explored how the two different patient case formats influenced students{\textquoteright} perceptions ofpsychiatric patients and students{\textquoteright} reflections on meeting and communicating with psychiatric patients. Methods The authors conducted group interviews with 30 medical students who volunteered to participate in interviews and applied inductive thematic content analysis to the tran- scribed interviews. Results Students taught with text-based patient cases empha- sized excitement and drama towards the personal clinical nar- ratives presented by the teachers during the course, but never referred to the patient cases. Authority and boundary setting were regarded as important in managing patients. Students taught with video-based patient cases, in contrast, often referred to the patient cases when highlighting new insights, including the importance of patient perspectives when communicating with patients. Conclusion The format of patient cases included in teaching may have a substantial impact on students{\textquoteright} patient-centered- ness. Video-based patient cases are probably more effectivethan text-based patient cases in fostering patient-centered per- spectives in medical students. Teachers sharing stories from their own clinical experiences stimulates both engagement and excitement, but may also provoke unintended stigma and influence an authoritative approach in medical students towards managing patients in clinical psychiatry.",
author = "Kamilla Pedersen and Holdgaard, {Martin M{\o}ller} and Charlotte Paltved and Ole Mors and Charlotte Ringsted and Morcke, {Anne Mette}",
year = "2018",
month = oct,
doi = "10.1007/s40596-017-0814-1",
language = "English",
volume = "42",
pages = "622--629",
journal = "Academic Psychiatry",
issn = "1042-9670",
publisher = "Springer New York LLC",
number = "5",

}

RIS

TY - JOUR

T1 - Students’ Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video: A Qualitative Study

AU - Pedersen, Kamilla

AU - Holdgaard, Martin Møller

AU - Paltved, Charlotte

AU - Mors, Ole

AU - Ringsted, Charlotte

AU - Morcke, Anne Mette

PY - 2018/10

Y1 - 2018/10

N2 - Objectives The aim of this study was to explore medical stu- dents’ learning experiences from the didactic teaching formats using either text-based patient cases or video-based patient cases with similar content. The authors explored how the two different patient case formats influenced students’ perceptions ofpsychiatric patients and students’ reflections on meeting and communicating with psychiatric patients. Methods The authors conducted group interviews with 30 medical students who volunteered to participate in interviews and applied inductive thematic content analysis to the tran- scribed interviews. Results Students taught with text-based patient cases empha- sized excitement and drama towards the personal clinical nar- ratives presented by the teachers during the course, but never referred to the patient cases. Authority and boundary setting were regarded as important in managing patients. Students taught with video-based patient cases, in contrast, often referred to the patient cases when highlighting new insights, including the importance of patient perspectives when communicating with patients. Conclusion The format of patient cases included in teaching may have a substantial impact on students’ patient-centered- ness. Video-based patient cases are probably more effectivethan text-based patient cases in fostering patient-centered per- spectives in medical students. Teachers sharing stories from their own clinical experiences stimulates both engagement and excitement, but may also provoke unintended stigma and influence an authoritative approach in medical students towards managing patients in clinical psychiatry.

AB - Objectives The aim of this study was to explore medical stu- dents’ learning experiences from the didactic teaching formats using either text-based patient cases or video-based patient cases with similar content. The authors explored how the two different patient case formats influenced students’ perceptions ofpsychiatric patients and students’ reflections on meeting and communicating with psychiatric patients. Methods The authors conducted group interviews with 30 medical students who volunteered to participate in interviews and applied inductive thematic content analysis to the tran- scribed interviews. Results Students taught with text-based patient cases empha- sized excitement and drama towards the personal clinical nar- ratives presented by the teachers during the course, but never referred to the patient cases. Authority and boundary setting were regarded as important in managing patients. Students taught with video-based patient cases, in contrast, often referred to the patient cases when highlighting new insights, including the importance of patient perspectives when communicating with patients. Conclusion The format of patient cases included in teaching may have a substantial impact on students’ patient-centered- ness. Video-based patient cases are probably more effectivethan text-based patient cases in fostering patient-centered per- spectives in medical students. Teachers sharing stories from their own clinical experiences stimulates both engagement and excitement, but may also provoke unintended stigma and influence an authoritative approach in medical students towards managing patients in clinical psychiatry.

U2 - 10.1007/s40596-017-0814-1

DO - 10.1007/s40596-017-0814-1

M3 - Journal article

C2 - 28986778

VL - 42

SP - 622

EP - 629

JO - Academic Psychiatry

JF - Academic Psychiatry

SN - 1042-9670

IS - 5

ER -