A case study to explore how medical students learn linguistic cognitive skills during preclinical training

Resultado de la investigación: Capítulo en libro / informe / procedimiento de conferenciaContribución en conferencia

Resumen

Background: Communicative competences are considered
central aspects of the medical profession but are often
reduced to the physician-patient relationship. Little
attention has been given to teaching the linguistic
cognitive skills. This study was conducted to understand
how medical students learn linguistic cognitive skills
during preclinical training in an integrated curriculum.
Summary of work: Using a case study, we conducted 3 indepth
interviews on 14 undergraduate medical students
during their clinical training asking their experiences on
learning linguistic cognitive skills during their preclinical
training. Inspired by the grounded theory techniques, we
analyzed the qualitative data to develop a framework to
interpret results.
Summary of results: The conceptual framework
generated contained two main constructs: 1) ‘political
strains of integrating the linguistic cognitive skills into the
medical curriculum’, and 2) the effect of ‘nobody knows
what they have until it is gone’.
Discussion: Under the first construct, students
commented there exists some clinical courses considered
fundamental, but some others that promote linguistic
cognitive skills are perceived unimportant. Under the
second construct, students missed the opportunities they
had for learning communicative skills in preclinical training.
Conclusion: This framework describes how medical
students perceive learning of the linguistic cognitive skills
during preclinical training. We believe the theoretical
constructs that emerged from this study will help
curriculum designers to consider the students’ feedback
about how they experience the integration of
communicative competences into the curriculum.
Take-home message: Integrating the linguistic cognitive
skills into the medical curriculum is a political matter.
Curriculum designers should consider how students
perceive the power relationships of the biomedical,
clinical, and social science courses to construct a
successful integrated curriculum.
IdiomaEnglish (US)
Título de la publicación alojadaUniversity of Helsinki
Páginas411
EstadoPublished - jul 19 2017

Huella dactilar

medical student
linguistics
curriculum
communicative competence
student
learning
physician-patient relationship
grounded theory
experience
social science
profession
Teaching
interview

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title = "A case study to explore how medical students learn linguistic cognitive skills during preclinical training",
abstract = "Background: Communicative competences are consideredcentral aspects of the medical profession but are oftenreduced to the physician-patient relationship. Littleattention has been given to teaching the linguisticcognitive skills. This study was conducted to understandhow medical students learn linguistic cognitive skillsduring preclinical training in an integrated curriculum.Summary of work: Using a case study, we conducted 3 indepthinterviews on 14 undergraduate medical studentsduring their clinical training asking their experiences onlearning linguistic cognitive skills during their preclinicaltraining. Inspired by the grounded theory techniques, weanalyzed the qualitative data to develop a framework tointerpret results.Summary of results: The conceptual frameworkgenerated contained two main constructs: 1) ‘politicalstrains of integrating the linguistic cognitive skills into themedical curriculum’, and 2) the effect of ‘nobody knowswhat they have until it is gone’.Discussion: Under the first construct, studentscommented there exists some clinical courses consideredfundamental, but some others that promote linguisticcognitive skills are perceived unimportant. Under thesecond construct, students missed the opportunities theyhad for learning communicative skills in preclinical training.Conclusion: This framework describes how medicalstudents perceive learning of the linguistic cognitive skillsduring preclinical training. We believe the theoreticalconstructs that emerged from this study will helpcurriculum designers to consider the students’ feedbackabout how they experience the integration ofcommunicative competences into the curriculum.Take-home message: Integrating the linguistic cognitiveskills into the medical curriculum is a political matter.Curriculum designers should consider how studentsperceive the power relationships of the biomedical,clinical, and social science courses to construct asuccessful integrated curriculum.",
author = "John Vergel and {Ortiz Fonseca}, Martha and {Laverde Robayo}, {Diana Marcela} and Quintero, {Gustavo A.}",
year = "2017",
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A case study to explore how medical students learn linguistic cognitive skills during preclinical training. / Vergel, John ; Ortiz Fonseca, Martha; Laverde Robayo, Diana Marcela; Quintero, Gustavo A.

University of Helsinki. 2017. p. 411 #7L3 (2729).

Resultado de la investigación: Capítulo en libro / informe / procedimiento de conferenciaContribución en conferencia

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T1 - A case study to explore how medical students learn linguistic cognitive skills during preclinical training

AU - Vergel,John

AU - Ortiz Fonseca,Martha

AU - Laverde Robayo,Diana Marcela

AU - Quintero,Gustavo A.

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N2 - Background: Communicative competences are consideredcentral aspects of the medical profession but are oftenreduced to the physician-patient relationship. Littleattention has been given to teaching the linguisticcognitive skills. This study was conducted to understandhow medical students learn linguistic cognitive skillsduring preclinical training in an integrated curriculum.Summary of work: Using a case study, we conducted 3 indepthinterviews on 14 undergraduate medical studentsduring their clinical training asking their experiences onlearning linguistic cognitive skills during their preclinicaltraining. Inspired by the grounded theory techniques, weanalyzed the qualitative data to develop a framework tointerpret results.Summary of results: The conceptual frameworkgenerated contained two main constructs: 1) ‘politicalstrains of integrating the linguistic cognitive skills into themedical curriculum’, and 2) the effect of ‘nobody knowswhat they have until it is gone’.Discussion: Under the first construct, studentscommented there exists some clinical courses consideredfundamental, but some others that promote linguisticcognitive skills are perceived unimportant. Under thesecond construct, students missed the opportunities theyhad for learning communicative skills in preclinical training.Conclusion: This framework describes how medicalstudents perceive learning of the linguistic cognitive skillsduring preclinical training. We believe the theoreticalconstructs that emerged from this study will helpcurriculum designers to consider the students’ feedbackabout how they experience the integration ofcommunicative competences into the curriculum.Take-home message: Integrating the linguistic cognitiveskills into the medical curriculum is a political matter.Curriculum designers should consider how studentsperceive the power relationships of the biomedical,clinical, and social science courses to construct asuccessful integrated curriculum.

AB - Background: Communicative competences are consideredcentral aspects of the medical profession but are oftenreduced to the physician-patient relationship. Littleattention has been given to teaching the linguisticcognitive skills. This study was conducted to understandhow medical students learn linguistic cognitive skillsduring preclinical training in an integrated curriculum.Summary of work: Using a case study, we conducted 3 indepthinterviews on 14 undergraduate medical studentsduring their clinical training asking their experiences onlearning linguistic cognitive skills during their preclinicaltraining. Inspired by the grounded theory techniques, weanalyzed the qualitative data to develop a framework tointerpret results.Summary of results: The conceptual frameworkgenerated contained two main constructs: 1) ‘politicalstrains of integrating the linguistic cognitive skills into themedical curriculum’, and 2) the effect of ‘nobody knowswhat they have until it is gone’.Discussion: Under the first construct, studentscommented there exists some clinical courses consideredfundamental, but some others that promote linguisticcognitive skills are perceived unimportant. Under thesecond construct, students missed the opportunities theyhad for learning communicative skills in preclinical training.Conclusion: This framework describes how medicalstudents perceive learning of the linguistic cognitive skillsduring preclinical training. We believe the theoreticalconstructs that emerged from this study will helpcurriculum designers to consider the students’ feedbackabout how they experience the integration ofcommunicative competences into the curriculum.Take-home message: Integrating the linguistic cognitiveskills into the medical curriculum is a political matter.Curriculum designers should consider how studentsperceive the power relationships of the biomedical,clinical, and social science courses to construct asuccessful integrated curriculum.

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