Stretching the Comfort Zone: Using Early Clinical Contact to Influence Professional Identity Formation in Medical Students

Autor: Edvin Schei, Hannah Sofie Knoop, Malene Nordal Gismervik, Maria Mylopoulos, J Donald Boudreau

Publikováno v: Journal of Medical Education and Curricular Development, Vol 6 (2019)

Purpose: To explore first-year medical students’ affective reactions to intimate encounters with severely sick patients in their homes, within a curricular innovation targeting the development of a patient-centered professional identity. Background

Externí odkaz: https://doaj.org/article/0d8205dbc51144caa03f932d3b5766df

Trustingly bewildered. How first-year medical students make sense of their learning experience in a traditional, preclinical curriculum

Autor: Edvin Schei, Ruth E. Johnsrud, Thomas Mildestvedt, Reidar Pedersen, Stefán Hjörleifsson

Publikováno v: Medical Education Online, Vol 23, Iss 1 (2018)

Background: Traditional preclinical curricula based on memorization of scientific facts constitute learning environments which may negatively influence both factual understanding and professional identity development in medical students. Little is kn

Externí odkaz: https://doaj.org/article/7c37a38da4414234915a58b7b2a1aeb6

Shame in medical clerkship: 'You just feel like dirt under someone’s shoe'

Autor: Edvin Schei, Stefán Hjörleifsson, Beth Whelan

Publikováno v: Perspectives on Medical Education
Perspectives on Medical Education (PME)

Introduction This study explores how senior medical students’ experience and react to shame during clinical placements by asking them to reflect on (1) manifestations of shame experiences, (2) situations and social interactions that give rise to sh

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3b62015bd1472ecb020b49d69ca89f80
http://europepmc.org/articles/PMC8505567

Medisinsk profesjonalitet: Mestring av legeyrket

Autor: Per Stensland, John Nessa, Edvin Schei

Publikováno v: Nordisk Tidsskrift for Helseforskning, Vol 10, Iss 1 (2014)

When the doctor uses theoretical knowledge, clinical skills, and clinical communication in a way that takes care of the patient, this may be called professionalism. The article aims to show that medical professionalism, in all specialities, may be un

Externí odkaz: https://doaj.org/article/bf45bae6906745f2b7cd9affc3439030

Strengthening Health Equity in Undergraduate Medical Education and Continuing Professional Development: Using storytelling and role play to build competencies

Autor: Heather, Armson, Jocelyn, Lockyer, Joan, Sargeant, Marygrace, Zetkulic, Amanda Roze des, Ordons, Jessica, Trier, Karen, Konings, Subha, Ramani, Tanya, Horsley, Ryan, Brydges, Rachel, Ellaway, Lloy, Wylie, Yuxin, Tu, Pauline, Pan, Richard, Pittini, Helen, Reid, Richard, Conn, Grainne, Kearney, Gerry, Gormley, Ike, Okafor, Justin, Lam, Chantal, Phillips, Maisoon D., Yousif, Marcel, D'Eon, Marie-Pierre, Codsi, Philippe, Karazivan, Annie, Descôteaux, Mathieu, Jackson, Clara, Dallaire, Louise, Nicaise, Antoine, Boivin, Lyne, Menard, Sophie, Galarneau, Alain, Papineau, Sue, Murphy, Susan, Paul, Janet, Lundie, Pim, Teunissen, Erik, Driessen, Marcio, Gomes, Denyse, Richardson, Jerry, Maniate, Samantha, Halman, Linda, Snell, Ming-Ka, Chan, Javeed, Sukhera, Lisa, Richardson, Adrienne, Morrow, Marcia Anderson, DeCoteau, Anne, Kawamura, Dominique, Piquette, Briseida, Mema, Dalia Al, Mouaswas, Mohammad, Salhia, Kay-Anne, Haykal, Kelsey, Mongrain, David, Rojas, Betty, Onyura, Theresa, Beesley, Siobhán, Neville, Brie, Yama, Julie, Johnstone, Zia, Bismilla, Anita, Gupta, Martha, Chamodraka, Jaylin, Bradbury, Jenny, Johnston, Annalisa, Manca, Lindsey, Pope, Cynthia, Whitehead, Willem, Blois, Julia, LeBlanc, Sara, MortazHejri, Yvonne, Steinert, Stuart, Lubarsky, Monika, Kvernenes, Robert, Sternszus, Edvin, Schei, Sarah, Weeks, Deirdre, Jenkins, Yves, Starreveld, Kevin, Busche, Ellen, McLeod, Sylvain, Coderre, Christie, Newton, Jacqueline, Ashby, Teresa, Chan, Clare, Wallner, Jasmine, Liu, Sarrah, Lal, Chad, Singh, Sonja, Wakeling, Anuja, Bhalerao, Martina, Kelly, Amanda, Condon, Dana, Turcotte, Divya, Garg, Lindsay, Herzog, Lindsay, Baker, Stella, Ng, Beck, McNeil, Victoria, Boyd, Emilia, Kangasjarvi, Asia van, Buuren, Wid, Yaseen, Paula, Veinot, Maria, Mylopoulos, Marcus, Law, Suzan, Schneeweiss, Janice, Harvey, Valerie, Schulz, Deena, Hamza, Anna, Oswald, Wendy A, Stewart, Keith, Wilson, Alireza, Jalali, Jacline, Nyman, Michael, Scott, Tehmina, Ahmad, Jeremy, Cygler, Wilson, Kwong, Miranda, Schreiber, Jacqueline, James, Lisa, Graves, Fran, Kirby, Richard van, Wylick, Jeanne, Mulder, M.A., Adams, Klodiana, Kolomitro, Steven, Bellemare, Guylaine, Lefebvre, Nirit, Bernhard, Susanna, Talarico, Judith, Peranson, Abbas, Ghavam-Rassoul, Moni, Fricke, Christine, Polimeni, Eva, Serhal, Sanjeev, Sockalingam, Allison, Crawford, Cheryl, Pereira, Jenny, Hardy, Anne, Kirvan, Shelley, Ross, Brent, Kvern, Theresa van der, Goes, Luce, Pelissier-Simard, Karen, Schultz, Kathy, Lawrence, Cheri, Bethune, Kiranpal, Dhillon, Melinda, Davis, Kevin, McLaughlin, Janeve, Desy, Sue-Ann, Facchini, Christopher, Naugler

Publikováno v: Canadian Medical Education Journal, Vol 11, Iss 2 (2020)
Canadian Medical Education Journal

Rationale/Background: Feedback is a dynamic and co-constructive interaction in the context of a safe and mutually respectful relationship for the purpose of challenging a learner's (and educator's) ways of thinking, acting or being to support growth

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::163c4d041f2199360e1885677e10a269
https://journalhosting.ucalgary.ca/index.php/cmej/article/view/70084