Insights into the meaning of medical students' studies. An online survey at two medical faculties.

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
GMS Journal for Medical Education Pub Date : 2024-09-16 eCollection Date: 2024-01-01 DOI:10.3205/zma001700
Felix Albrecht, Gabriele Lutz, Gina Atzeni, Pascal O Berberat, Paula Matcau, Nana Jedlicska, Claudia Kiessling
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引用次数: 0

Abstract

Objective: The aim of the study was to investigate how medical students' deal with their own questions of meaning during their studies, how they cope with patients' questions of meaning or crises of meaning, to what extent their experience of meaning changes during their studies, and what role medical studies play in this.

Methods: In 2022, we conducted an exploratory cross-sectional study in the form of an online survey at two German universities with students in the clinical part of their studies. Quantitative data were analyzed descriptively, and group differences were analyzed using Mann-Whitney U tests. Free-text comments were analyzed using thematic analysis.

Results: Of the 111 participants (response rate 12%), 92% had addressed questions of meaning. 64% of the students felt that their studies were meaningful, and 45% felt that their clinical internships were meaningful. 59% reported that they had been confronted with questions of meaning in their contact with patients, although many of them felt that they had been inadequately prepared for this (56%). This impression was stronger among respondents at the beginning of the clinical phase compared to respondents at the end (U(56,34)=660, p=0.012). According to the students, strategies for dealing with questions of meaning were active engagement with topics of meaning, tolerance of uncertainties, or avoidance. In addition to the basic requirement of openness to all topics of meaning, students expressed the wish to be better prepared for professional questions of meaning and for follow-up work on stressful events. A wide range of critical experiences with training and the healthcare system had an inhibiting effect on the experience of meaning.

Conclusion: Since a higher sense of purpose can be associated with improved health and motivation, university programs might have the potential to support students' sense of purpose and, in the long term, improve their capacities to support patients who grapple with questions of meaning.

对医学生学习意义的见解。在两所医学院进行在线调查。
研究目的本研究旨在调查医学生在学习期间如何处理自己的意义问题,如何应对病人的意义问题或意义危机,他们在学习期间的意义体验在多大程度上发生了变化,以及医学学习在其中发挥了什么作用:2022 年,我们以在线调查的形式在两所德国大学的临床医学专业学生中开展了一项探索性横断面研究。对定量数据进行了描述性分析,并使用曼-惠特尼U检验分析了组间差异。自由文本评论采用主题分析法进行分析:结果:在 111 名参与者(回复率为 12%)中,92% 解决了意义问题。64%的学生认为他们的学习是有意义的,45%的学生认为他们的临床实习是有意义的。59%的人表示,他们在与病人接触时遇到过意义问题,尽管其中许多人认为他们对此准备不足(56%)。与临床阶段结束时的受访者相比,临床阶段开始时的受访者对此印象更深(U(56,34)=660, p=0.012)。学生们认为,处理意义问题的策略是积极参与意义话题、容忍不确定性或回避。除了对所有意义主题持开放态度这一基本要求外,学生们还表示希望为专业意义问题和压力事件的后续工作做好更充分的准备。与培训和医疗系统有关的各种批判性经历对意义体验产生了抑制作用:由于较高的目标感可能与健康状况的改善和积极性的提高有关,因此大学课程可能有潜力支持学生的目标感,从长远来看,还能提高他们为那些面临意义问题的病人提供支持的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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