{"title":"音乐增强情感（再）建构（MEER!）：一种富有参与性现场音乐的创新训练。","authors":"Johanna Schönrock-Adema","doi":"10.5334/pme.1692","DOIUrl":null,"url":null,"abstract":"<p><strong>Background and need for innovation: </strong>In healthcare, emotions are traditionally avoided as they might cloud clinical judgement. However, ignoring emotions may lead to emotional exhaustion and burnout, jeopardising quality of care. More attention to emotions is needed to support healthcare professionals' wellbeing and vitality, especially given the high rates of emotional exhaustion and burnout among them and factors like workforce shortages, an ageing population and increasing workload demands.</p><p><strong>Goal of innovation: </strong>The training aims to support healthcare professionals' wellbeing and vitality and help prevent emotional exhaustion and burnout.</p><p><strong>Steps taken for development and implementation of innovation: </strong>The training is grounded in the theory of constructed emotion, incorporates an evidence-informed pedagogical approach and uses participatory live music to teach healthy emotion construction. Based on the theory, we refer to this process as 'emotion construction' rather than 'emotion regulation'. The training includes theoretical background, six exercises following a gradual build-up towards (re)constructing emotions, and homework assignments.</p><p><strong>Evaluation of innovation: </strong>Preliminary findings support music's ability to evoke distinct memories, bodily sensations, feelings and emotions, corroborating its intended function. Eliciting personal memories with specific emotions through music supports the theory of constructed emotion and justifies its use in the training. First training evaluations included descriptions like enlightening, inspiring and empowering.</p><p><strong>Critical reflection: </strong>The training programme shows a clear build-up and alignment with the theory, while incorporating evidence-informed pedagogical steps seamlessly. Implementation challenges include obtaining funding and, due to time constraints of the target groups, implementing the full training, which we mitigated by developing variations.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"531-538"},"PeriodicalIF":3.9000,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12428320/pdf/","citationCount":"0","resultStr":"{\"title\":\"Music-Enhanced Emotion (Re)construction (MEER!): An Innovative Training Enriched with Participatory Live Music.\",\"authors\":\"Johanna Schönrock-Adema\",\"doi\":\"10.5334/pme.1692\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background and need for innovation: </strong>In healthcare, emotions are traditionally avoided as they might cloud clinical judgement. However, ignoring emotions may lead to emotional exhaustion and burnout, jeopardising quality of care. More attention to emotions is needed to support healthcare professionals' wellbeing and vitality, especially given the high rates of emotional exhaustion and burnout among them and factors like workforce shortages, an ageing population and increasing workload demands.</p><p><strong>Goal of innovation: </strong>The training aims to support healthcare professionals' wellbeing and vitality and help prevent emotional exhaustion and burnout.</p><p><strong>Steps taken for development and implementation of innovation: </strong>The training is grounded in the theory of constructed emotion, incorporates an evidence-informed pedagogical approach and uses participatory live music to teach healthy emotion construction. Based on the theory, we refer to this process as 'emotion construction' rather than 'emotion regulation'. The training includes theoretical background, six exercises following a gradual build-up towards (re)constructing emotions, and homework assignments.</p><p><strong>Evaluation of innovation: </strong>Preliminary findings support music's ability to evoke distinct memories, bodily sensations, feelings and emotions, corroborating its intended function. Eliciting personal memories with specific emotions through music supports the theory of constructed emotion and justifies its use in the training. First training evaluations included descriptions like enlightening, inspiring and empowering.</p><p><strong>Critical reflection: </strong>The training programme shows a clear build-up and alignment with the theory, while incorporating evidence-informed pedagogical steps seamlessly. Implementation challenges include obtaining funding and, due to time constraints of the target groups, implementing the full training, which we mitigated by developing variations.</p>\",\"PeriodicalId\":48532,\"journal\":{\"name\":\"Perspectives on Medical Education\",\"volume\":\"14 1\",\"pages\":\"531-538\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2025-09-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12428320/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perspectives on Medical Education\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.5334/pme.1692\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectives on Medical Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.5334/pme.1692","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Music-Enhanced Emotion (Re)construction (MEER!): An Innovative Training Enriched with Participatory Live Music.
Background and need for innovation: In healthcare, emotions are traditionally avoided as they might cloud clinical judgement. However, ignoring emotions may lead to emotional exhaustion and burnout, jeopardising quality of care. More attention to emotions is needed to support healthcare professionals' wellbeing and vitality, especially given the high rates of emotional exhaustion and burnout among them and factors like workforce shortages, an ageing population and increasing workload demands.
Goal of innovation: The training aims to support healthcare professionals' wellbeing and vitality and help prevent emotional exhaustion and burnout.
Steps taken for development and implementation of innovation: The training is grounded in the theory of constructed emotion, incorporates an evidence-informed pedagogical approach and uses participatory live music to teach healthy emotion construction. Based on the theory, we refer to this process as 'emotion construction' rather than 'emotion regulation'. The training includes theoretical background, six exercises following a gradual build-up towards (re)constructing emotions, and homework assignments.
Evaluation of innovation: Preliminary findings support music's ability to evoke distinct memories, bodily sensations, feelings and emotions, corroborating its intended function. Eliciting personal memories with specific emotions through music supports the theory of constructed emotion and justifies its use in the training. First training evaluations included descriptions like enlightening, inspiring and empowering.
Critical reflection: The training programme shows a clear build-up and alignment with the theory, while incorporating evidence-informed pedagogical steps seamlessly. Implementation challenges include obtaining funding and, due to time constraints of the target groups, implementing the full training, which we mitigated by developing variations.
期刊介绍：
Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.
Official journal of the The Netherlands Association of Medical Education (NVMO).
Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
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