Medical Students' Emotional Development in Early Clinical Experience: A Model

Autor/inn/en	Helmich, Esther; Bolhuis, Sanneke; Laan, Roland; Dornan, Tim; Koopmans, Raymond
Titel	Medical Students' Emotional Development in Early Clinical Experience: A Model
Quelle	In: Advances in Health Sciences Education, 19 (2014) 3, S.347-359 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-013-9477-1
Schlagwörter	Medical Students; Student Behavior; Professional Identity; Emotional Response; Coping; Nursing; Nursing Homes; Hospitals; Student Attitudes; Interviews; Grounded Theory; Comparative Analysis; Individual Characteristics; Interpersonal Relationship; Emotional Development; Medical Education; Patients + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Emotionales Verhalten; Bewältigung; Krankenpflege; Sonderheim; Krankengymnast; Krankenhaus; Interviewing; Interviewtechnik; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gefühlsbildung; Medizinische Ausbildung; Patient
Abstract	Dealing with emotions is a critical feature of professional behaviour. There are no comprehensive theoretical models, however, explaining how medical students learn about emotions. We aimed to explore factors affecting their emotions and how they learn to deal with emotions in themselves and others. During a first-year nursing attachment in hospitals and nursing homes, students wrote daily about their most impressive experiences, explicitly reporting what they felt, thought, and did. In a subsequent interview, they discussed those experiences in greater detail. Following a grounded theory approach, we conducted a constant comparative analysis, collecting and then interpreting data, and allowing the interpretation to inform subsequent data collection. Impressive experiences set up tensions, which gave rise to strong emotions. We identified four "axes" along which tensions were experienced: "idealism versus reality", "critical distance versus adaptation", "involvement versus detachment" and "feeling versus displaying". We found many factors, which influenced how respondents relieved those tensions. Their personal attributes and social relationships both inside and outside the medical community were important ones. Respondents' positions along the different dimensions, as determined by the balance between attributes and tensions, shaped their learning outcomes. Medical students' emotional development occurs through active participation in medical practice and having impressive experiences within relationships with patients and others on wards. Tensions along four dimensions give rise to strong emotions. Gaining insight into the many conditions that influence students' learning about emotions might support educators and supervisors in fostering medical students' emotional and professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10