ABSTRACT
This study aimed to analyze the subjects, situations, and reflection levels related to role modeling experienced by medical students during their clinical clerkship and their own reflections. This study intends to suggest ways of improving how residents and clinical faculty should treat and teach medical students. Written interviews were conducted regarding senior medical students’ role modeling experiences during their clinical clerkships in 2018 and 2019. Content analysis was conducted for a total of 224 cases from 196 students. Content analysis revealed three types of role modeling content: subjects (faculty, residents, nurses, peer students), situations (clinical competence, personal qualities, teaching skills), and the level of reflection (critical reflection, reflection, thoughtful action, and habitual action) in each case. As role model subjects, faculty were found to be the paramount role model (n=142, 62.83%). Role modeling was the most frequently performed for clinical competence (n=103, 45.98%). Clinical competence was frequently shown in communication and empathic listening during rounds and outpatient relationships between the patient and doctor. Regarding the level of reflection for role modeling, the number of critical reflections was 86 (38.39%) and that of reflections was 80 (35.71%). In particular, negative role modeling showed a high level of critical reflection in relation to faculty (64.44%) and nurses (8.89%). In conclusion, role modeling of medical students participating in clinical clerkships occurs in situations that the role models are not aware of, with positive or negative effects on the formation of professional identity among medical students.
ABSTRACT
Purpose@#This study determined the effects of interprofessional education (IPE) on self-efficacy and attitude by comparing an interprofessional (IP) group of medical students (MSs) and nursing students (NSs) and a uniprofessional (UP) group of MSs. @*Methods@#An experimental IP group consisting of 49 MSs and 62 NSs was selected, alongside a UP control group of 48 other MSs. The groups participated in a class titled “Team Communication and Interprofessional Collaboration.” A sub-analysis of the two groups’ professions was also conducted. The groups participated in the same lesson separately, with a week’s interval. The Interprofessional Attitudes Scale (IPAS) and the Self-Efficacy Perception for Interprofessional Experiential Learning (SEIEL) scale were used before and after the class to compare changes in reports of self-efficacy and attitudes in both groups. Students’ responses to learning experiences and satisfaction were also evaluated. @*Results@#IPAS and SEIEL values increased after the class for MSs in both groups; there were no differences between the groups. IPAS and SEIEL values increased after the class in MSs and NSs in the IP group, and the effect size for IPAS was larger for IP-group NSs than for IP-group MSs. Satisfaction scores exceeded 3.70 in both groups. @*Conclusion@#The UP group showed similar IPE effects as the IP group, as measured by SEIEL and IPAS, in a single IPE program that used role-play and case-based discussion. However, it would be desirable for the UP group to interact with other professions to improve understanding and experience.
ABSTRACT
Purpose@#This study aimed to develop a mobile-based self-management health alarm (MSHA) program for modifying obese children's lifestyle based on the information-motivation-behavioral skills (IMB) model and to test its feasibility. @*Methods@#A methodological study for the development of the MSHA program and pilot study with a one-group pretest-posttest design for feasibility testing was conducted. The MSHA program was designed to provide obesity-related information (I), monitor daily diet and exercise, provide motivational text messages (M), and enhance healthy diet and exercise skills (B) via a mobile-based web platform. In the feasibility test, six obese children participated in the 4-week program, and the number of days per week that they achieved their goals and differences in metabolic components were assessed. Data were analyzed using descriptive statistics and the Wilcoxon signed-rank test. @*Results@#Participants successfully achieved their diet and exercise goals≥5 days per week. Body mass index (z=-1.99, p=.046), waist circumference (z=-2.20, p=.028), and triglyceride levels (z=-2.21, p=.027) significantly decreased. @*Conclusion@#The MSHA program showed positive effects on health behaviors and metabolic syndrome risk. The program may be effective in improving metabolic syndrome in obese children by promoting self-health management behaviors.