Journal article
Preserving third year medical students' empathy and enhancing self-reflection using small group "virtual hangout'' technology
Medical teacher, v 37(6), pp 566-571
01 Jun 2015
PMID: 25189277
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Background: Medical student professionalism education is challenging in scope, purpose, and delivery, particularly in the clinical years when students in large universities are dispersed across multiple clinical sites. We initiated a faculty-facilitated, peer small group course for our third year students, creating virtual classrooms using social networking and online learning management system technologies. The course emphasized narrative self-reflection, group inquiry, and peer support.
Methods: We conducted this study to analyze the effects of a professionalism course on third year medical students' empathy and self-reflection (two elements of professionalism) and their perceptions about the course. Students completed the Groningen Reflection Ability Scale (GRAS) and the Jefferson Scale of Empathy (JSE) before and after the course and provided anonymous online feedback.
Results: The results of the JSE before and after the course demonstrated preservation of empathy rather than its decline. In addition, there was a statistically significant increase in GRAS scores (p<0.001), suggesting that the sharing of personal narratives may foster reflective ability and reflective practice among third year students.
Conclusion: This study supports previous findings showing that students benefit from peer groups and discussion in a safe environment, which may include the use of a virtual group video platform.
Metrics
Details
- Title
- Preserving third year medical students' empathy and enhancing self-reflection using small group "virtual hangout'' technology
- Creators
- Pamela Duke - Drexel UniversitySuely Grosseman - Foundation for Advancement of International Medical Education and ResearchDennis H. Novack - Drexel UniversitySteven Rosenzweig - Drexel University
- Publication Details
- Medical teacher, v 37(6), pp 566-571
- Publisher
- Taylor & Francis
- Number of pages
- 6
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- MD (Doctor of Medicine) Program
- Web of Science ID
- WOS:000358085000009
- Scopus ID
- 2-s2.0-84942931602
- Other Identifier
- 991019167931404721
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- Collaboration types
- Domestic collaboration
- International collaboration
- Web of Science research areas
- Education, Scientific Disciplines
- Health Care Sciences & Services