A collaborative clinical case conference model for teaching social and behavioral science in medicine: an action research study.
A collaborative clinical case conference model for teaching social and behavioral science in medicine: an action research study.
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DOI：
10.1186/s12909-021-03009-8
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发表时间：
2021-11-12
影响因子：
3.6
通讯作者：
Nishigori H
中科院分区：
文献类型：
--
作者：
Miyachi J;Iida J;Shimazono Y;Nishigori H
医学教育中有效的社会和行为科学教学需要与临床经验相结合，以及社会和行为科学专家与临床教师之间的合作。然而，实现这种整合的教学模式尚未充分建立，也没有描述协作过程。本研究旨在提出一种协作临床病例会议模式，以整合社会和行为科学以及临床经验。此外，我们还描述了社会和行为科学专家和临床教师在教学方法开发过程中如何合作。一个由医学教师和医学人类学家组成的团队计划举办一次基于行动研究方法的案例会议。最初的模型计划进行 3 小时的会议，类似于临床病理学会议 (CPC) 结构。我们根据医学人类学家的现场笔记和调查参与者反应和改进点的会后调查问卷来评估每次会议。根据评估结果，召开反思会议，讨论下一步试验的修改意见。我们将这一发展过程纳入临床学年的本科医学课程以及日本住院医师和认证家庭医生的研究生和持续专业发展课程中。 2015年至2018年间，我们将计划-行动-观察-反思的过程重复了15次以上。协作临床病例会议模式的发展概括为三个阶段：准CPC、互动和具有独特结构和基础范式的共建阶段。该模型成功地促进了参与者对社会和行为科学的临床意义的认识。案例准备需要对社会和行为科学如何影响临床实践进行独特而重要的学习。模型开发过程促进了临床教师和人类学家之间的相互理解，这可能有助于医学教育中参与社会和行为科学教学的教师的教师发展。根据教育情况应用适当的会议模式以及对其基本范式的认识，促进社会科学和行为科学与临床医学教育的融合。医学教育中社会和行为科学的教师发展应注重与不同范式取向的学者的合作。在线版本包含可在 10.1186/s12909-021-03009-8 获取的补充材料。
Effective social and behavioral sciences teaching in medical education requires integration with clinical experience, as well as collaboration between social and behavioral sciences experts and clinical faculty. However, teaching models for achieving this integration have not been adequately established, nor has the collaboration process been described. This study aims to propose a collaborative clinical case conference model to integrate social and behavioral sciences and clinical experience. Additionally, we describe how social and behavioral science experts and clinical faculty collaborate during the development of the teaching method. A team of medical teachers and medical anthropologists planned for the development of a case conference based on action research methodology. The initial model was planned for a 3-h session, similar to a Clinicopathological Conference (CPC) structure. We evaluated each session based on field notes taken by medical anthropologists and post-session questionnaires that surveyed participants’ reactions and points of improvement. Based on the evaluation, a reflective meeting was held to discuss revisions for the next trial. We incorporated the development process into undergraduate medical curricula in clinical years and in a postgraduate and continuous professional development session for residents and certified family physicians in Japan. We repeated the plan-act-observe-reflection process more than 15 times between 2015 and 2018. The development of the collaborative clinical case conference model is summarized in three phases: Quasi-CPC, Interactive, and Co-constructive with unique structures and underlying paradigms. The model successfully contributed to promoting the participants’ recognition of the clinical significance of social and behavioral sciences. The case preparation entailed unique and significant learning of how social and behavioral sciences inform clinical practice. The model development process promoted the mutual understanding between clinical faculty and anthropologists, which might function as faculty development for teachers involved in social and behavioral sciences teaching in medical education. The application of appropriate conference models and awareness of their underlying paradigms according to educational situations promotes the integration of social and behavioral sciences with clinical medicine education. Faculty development regarding social and behavioral sciences in medical education should focus on collaboration with scholars with different paradigmatic orientations. The online version contains supplementary material available at 10.1186/s12909-021-03009-8.
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