文章基本信息

标题：Acute Intervention To Foster Reflection On Reciprocity In Relationships Increased Participants’ Patient- Or Student-Centered Orientation Scores In Association With A Medical Biochemistry Course
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作者：Lon J. Van Winkle ; Sharon Dobie ; Valerie R. Ross 等
期刊名称：The Internet Journal of Medical Education
印刷版ISSN：2155-6725
电子版ISSN：2155-6725
出版年度：2009
卷号：1
期号：2
出版社：Internet Scientific Publications, LLC.
摘要：Purpose Using an intervention to foster student and faculty awareness of the reciprocal influence of relationships, the authors measured whether participants’ patient- or student-centered orientation scores improved following the intervention. Method One hundred seventy three first-year medical students and 64 faculty members participated in one of seven nearly identical, two-hour seminars on relationship-centeredness including reflective writing, reading and small group discussion of the reflections. We conducted student sessions near the end of the second academic quarter of student training in February 2008. Students’ patient-centered orientation scores, obtained on two occasions prior to the intervention, were compared to those completed immediately following the intervention and near the ends of the first and second years of medical training. The authors collected faculty student-centered orientation scores immediately prior to and following the intervention. Results While students’ patient-centered orientation scores decreased somewhat during their first quarter of medical school, their scores improved significantly immediately after the intervention near the end of the second quarter of school. Faculty members’ student-centered orientation scores also improved after the intervention. The improvement in students’ scores eroded completely by the end of the first year and continued to deteriorate during the second year of medical school. Conclusions Although encouraging, the effects of our intervention proved temporary, possibly in the context of a non-supportive hidden curriculum. It remains to be determined whether regular use of interventions, like the one in this study, or other changes in the cultures and curricula of medical education might sustain higher relationship-centered orientations in students, faculty and staff.