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De Xin Ji Medical Case， in a narrative and discussion manner， emerged the doctors’attention to the temporal aspect of life， the shaping of personality， the promotion of plot and the intersubjectivity and ethics of treatment， as well as displayed rich storytelling characteristics. Based on the perspective of doctors， the author Xie Xinghuan conducted multiple-dimensional narrative reflections from perspectives of the relationship between doctors and patients and society， patient compliance， as well as self-medical behavior， which presented the doctor’s introspection and deep understanding of human nature. By depicting the interactive details between the characters， the medical case showed the relationship between doctors and patients， doctors and other doctors， and doctors and disciples， which not only contained the core connotation of narrative medicine， but also highlighted the unique cultural attributes of traditional Chinese medicine diagnosis and treatment.
RESUMEN
La formación docente, la investigación educativa, las relaciones pedagógicas y el saber articulan una compleja discusión que, en particular, pueden estar mediada por la "narrativa pedagógica"; es decir, un método que nos ayuda en la indagación por la acción docente y la experiencia "pedagógica", como crisis que se abre, profundiza, pero no se resuelve". Esto con el fin de descubrir interrogantes que nos conduzca a potenciales producciones "colaborativa[s] de saber pedagógico, la reconstrucción de la memoria pedagógica de la escuela y la transformación de las prácticas educativas" (Suárez, 2011, p. 17). Este dispositivo de transformación centra su atención en los relatos de experiencia docente que pregunta, relacionan, participan, focalizan y construyen estrategias para la indagación y reflexión a través de las narrativas.
Teacher training, educational research, pedagogical relations, and knowledge articulate a complex discussion that, in particular, can be mediated by the "pedagogical narrative;" that is to say, a method that helps us in the inquiry into the teaching action and the pedagogical experience. This in order to discover questions that lead us to potential "collaborative" productions of pedagogical knowledge, the reconstruction of the pedagogical memory of the school, and the transformation of educational practices (Suárez, 2011, p. 17). This transformation device focuses its attention on the accounts of teaching experience that question, relate, participate, focus, and build strategies for inquiry and reflection through narratives.
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Background: Providing immediate feedback to students has shown improvement in students’ knowledge, understanding, and confidence as it helps in identifying lacunae and loopholes in learning process. Despite the usefulness of feedback, common complaint from students is that they usually do not receive feedback immediately in their learning process. We also face similar situation with our students in institute. The aim of this study was to find out effect of giving immediate feedback and explore the views of medical students on immediate feedback during formative assessment. Aims and Objectives: The aims of this study were to evaluate the effect of immediate feedback on the medical students’ learning in medical education. Materials and Methods: The study was conducted in Department of Physiology, GMERS Medical College, Valsad on 183 students of 1st MBBS after ethical approval. Two types of modules were prepared on using “Hot Potatoes” software version 6.3. Module-1: Test 1 without feedback: consist of 20 MCQs and Module-2: Test 2 with feedback: consist of 20 MCQs, provide immediate feedback for each option of MCQ. Two modules were given one by one on WhatsApp group on mobile phone. Reflection writing and feedback from students were taken after that. Results: The qualitative data collected provided important information about the immediate feedback. Feedback responses of students on the questionnaire were analyzed using Likert scale. The Likert scale values were in strongly agree/agree part for Module-2 (with feedback). The students believed that immediate feedback was very helpful in clearing concepts, finding out lacunae, improvement in confidence, and self-learning. An excellent way for self-assessment and improved their deeper understanding of content areas. The students enjoyed innovative way of learning compared to conventional learning. Conclusion: Immediate feedback using this type of feedback modules should be implemented to improve students’ knowledge, understanding, memory, and confidence and can be used as self-directed learning tool.
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Background: Reflection is essential in training physicians mainly because it helps them to participate in collaborative teams, respond in unique and compassionate manner to clinical cases and situations and behave professionally and with empathy. Aims and Objectives: The objective of this study was to observe the reflective writing ability of the Phase II MBBS students of the institute after a structured training and to obtain student feedback about the experience. Materials and Methods: This was a prospective, observational study conducted at the Department of Pharmacology, of a Medical college. A total of 102 students were included in an interactive lecture on reflection writing. Over 3 weeks they were shown three different videos (two of them doctor patient/family member interactions and one a teacher student interaction). The students were asked to reflect about what they saw in the videos. Their reflection was under three heads - “what happened, what was your reaction, and what can be done next.” Their reflection was analyzed using a scoring system (score 1 no refection to score 6 with in depth reflection) by a single observer. Their feedback was obtained using a 5-point Likert scale. Results: Average scores of the students in the three reflection exercises were 2.85 ± 0.78, 2.98 ± 0.84, and 3.36 ± 0.57, respectively, showing improvement in reflection skills. Feedback from the students showed that most liked the experience and recommended for their peers. Conclusions: We concluded that 2nd year MBBS students, when taught the structure of a reflective exercise may be able to reflect better on their day to day experiences.
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We organized regular, student-led activities in which medical students listened to patients' narratives and engaged in casual conversation. This report reviews these activities, which were conducted 28 times between June 2020 and September 2022. Through the activities, we received feedback on feelings, new perspectives, and realizations that arose from both students and patients. Our findings suggest that listening to patients' narratives helped students self-reflect and understand the patients' perspectives. Moreover, interacting with students helped patients feel a sense of meaning and a new understanding of their illness.
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The meridian theory is the pioneer of clinical diagnosis and treatment of diseases in Traditional Chinese Medicine (TCM). From Shang Han Lun to Pi Wei Lun, the meridian theory has contributed important theoretical organization materials and clinical practice experience to the establishment of the diagnosis system of external and internal injuries. The acupoints contained in its clinical acupuncture and moxibustion record symptoms, and some laws summarized have been absorbed and used for reference. It shows the positive significance of its exploration in clinical diagnosis and treatment. A system of differentiation and treatment of external and internal injuries with acupuncture has not been formed, even though the meridian theory of TCM has a long history with many areas being explored, such as diseases, acupoints, acupuncture methods and stimulation amount. Therefore, this paper starts from the academic development history of meridians, reviews and analyzes the contribution and limitations of TCM acupuncture and moxibustion in the diagnosis and treatment of internal injury, in order to enlighten the current study and understanding of TCM.
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Taking G University as an example, through empirical research, this study finds out that the motivation of teachers on medical education research is insufficient; the support and incentive for young and middle-aged teachers to participate in higher education research is insufficient; and universities lack of an efficient higher education research organization system; the social influence of medical research and education is not enough, etc. We call on independent medical universities to further improve the higher education research organization system, change the current situation and increase the support and incentives for young and middle-aged teachers to participate in higher education research, guide teachers to summarize the characteristics of medical education teaching, improve the quality of medical personnel training, and expand the influence of medical education research.
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Objective:With the adjustment of epidemic prevention and control policies, the coronavirus disease infection has undergone incredible changes. The number of infected people has exploded in a geometric progression up to an astronomical number. In the face of a new round of stormy tests, it is not only necessary for the whole country to unite and help each other, unite as one, share weal and woe, and overcome the difficulties, but also for us to reflect on the current situation, problems and difficulties.
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While modern medical technology improves human health, it also changes people’s ethical ways of understanding life, weighing interests, planning for a good life, and building public order and good customs. Technical reflection and clinical evidence-based practice are highly complementary. On the one hand, the cognitive purport of clinical practice changes from "causality" to "correlation". On the other hand, technical reflection opens the review perspective of ethical care. Technical reflection helps medical professionals improve working methods through technical control and ethical care, promote the transition of clinical practice from "cognitive domain" to "ethical domain", and then respond to the basic questions of "what should be done" and "how should be done" in clinical practice.
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The first author set up a study group with other members in 2014, aiming to improve multidisciplinary collaboration through reflection and discussions on discomfort ( “Moyatto” in Japanese) while focusing on group members’ experiences at work. One-hour online sessions were conducted monthly with multidisciplinary professionals from several institutions. We reflected on interprofessional collaboration based on Moyatto. This paper describes the history of the study group’s inception and development, the learning process of each session, and the theory as a framework. It also reports on the practice and changes in our study group, concluding that interprofessional collaboration requires first-order reflection within a same-profession group and second-order reflection among diverse professionals.