Teaching and Learning Resilience: Building Adaptive Capacity for Rural Practice. A Report and Subsequent Analysis of a Workshop Conducted at the Rural Medical Educators Conference, Savannah, Georgia, May 18, 2010

Autor/inn/en	Longenecker, Randall; Zink, Therese; Florence, Joseph
Titel	Teaching and Learning Resilience: Building Adaptive Capacity for Rural Practice. A Report and Subsequent Analysis of a Workshop Conducted at the Rural Medical Educators Conference, Savannah, Georgia, May 18, 2010
Quelle	In: Journal of Rural Health, 28 (2012) 2, S.122-127 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-765X
DOI	10.1111/j.1748-0361.2011.00376.x
Schlagwörter	Conferences (Gatherings); Concept Mapping; Medical Education; Curriculum Development; Group Activities; Workshops; Content Analysis; Resilience (Psychology); Rural Areas; Competence; Teaching Methods; Physicians; Administrator Attitudes; Student Attitudes; Teacher Attitudes; Medical School Faculty; Personal Narratives; Individual Development; Adjustment (to Environment); Reflection; Medical Students; Medical Services + Suchen Sie Ihr Suchwort? Concept Map; Medizinische Ausbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Gruppenaktivität; Lernwerkstatt; Schulung; Inhaltsanalyse; Rural area; Ländlicher Raum; Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Physician; Doctor; Arzt; Schülerverhalten; Lehrerverhalten; Erlebniserzählung; Individuelle Entwicklung
Abstract	Purpose: Resilience, the capacity to endure and overcome hardship, has been suggested as a basic competency for rural medical practice. Unfortunately for physician educators, the medical education literature offers only limited guidance for nurturing this adaptive capacity. We describe the process and subsequent analysis of a daylong curriculum development workshop conducted at the annual meeting of Rural Medical Educators in 2010. Methods: Fifty administrator, faculty and student attendees reflected individually and worked in groups to construct key curricular components and modalities for teaching this competency. Prior to the meeting, participants were asked to submit a personal story about resilience. The 22 narratives received were distributed across 8 groups and provided the grist for the small group discussions, in which each group identified key concepts for teaching and learning about resilience, constructed a concept map, and developed a curriculum that was presented to all session participants. Concept maps, curriculum outlines and notes taken during the presentations were analyzed using content analysis techniques. Findings: Data highlight the importance of (1) embracing hardship as an opportunity for growth, (2) viewing resilience as both an individual and community property, (3) pursuing adaptability more than hardiness, and (4) setting a lifelong pattern of learning this competency in practice. Specific teaching modalities are suggested including individual reflective time and group activities. Conclusions: To our knowledge this represents a first effort to define and develop a medical curriculum for teaching resiliency in rural predoctoral and residency education. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10