| Formative experiences of emerging physicians: gauging the impact of events that occur during medical school. | |
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MedLine Citation:
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PMID: 20671460 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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PURPOSE: Emotional development, an important component of nascent professional competence, is likely to be shaped by specific formative experiences. This study sought to identify and gauge the impact of highly evocative experiences occurring during medical school. METHOD: A 34-item list of candidate formative experiences was developed through focus group meetings of "colleges program"-affiliated student-advising faculty. The resulting survey instrument was administered to 216 graduating medical students at the Johns Hopkins University School of Medicine in 2007 and 2008 in a cohort study. Primary outcomes were exposure rates for the experiences and students' ratings of impact for those that occurred. RESULTS: One hundred eighty-one students (84%) responded. All events were experienced by >25% of students. Two events were described by most as having tremendous impact: "finding an exceptional role model" and "identifying a perfect area of medicine." Other prevalent events with strong impact included "a special patient-care experience," "working well with a team," "seeing a patient whose life was saved," "encountering a negative role model," "seeing a patient die," "seeing a patient experience severe pain," and "a bad clinical experience." Factor analysis revealed three event clusters: "inspiring experiences," "mortality-related experiences," and "negative experiences relating to the learning environment." CONCLUSIONS: Specific formative experiences have especially strong impacts on medical students. Whereas the intrinsic value of such experiences should continue to drive educational design, increased awareness of the diversity and range of formative experiences will prepare educators to more effectively guide positive emotional development, enhancing personal and professional growth during medical school. |
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Authors:
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Beth B Murinson; Brendan Klick; Jennifer A Haythornthwaite; Robert Shochet; Rachel B Levine; Scott M Wright |
Publication Detail:
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Type: Comparative Study; Journal Article; Research Support, N.I.H., Extramural |
Journal Detail:
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Title: Academic medicine : journal of the Association of American Medical Colleges Volume: 85 ISSN: 1938-808X ISO Abbreviation: Acad Med Publication Date: 2010 Aug |
Date Detail:
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Created Date: 2010-07-30 Completed Date: 2010-09-21 Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 8904605 Medline TA: Acad Med Country: United States |
Other Details:
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Languages: eng Pagination: 1331-7 Citation Subset: AIM; IM |
Affiliation:
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Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD 21287, USA. bb@jhmi.edu |
Export Citation:
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APA/MLA Format Download EndNote Download BibTex |
| MeSH Terms | |
Descriptor/Qualifier:
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Adult Career Choice* Clinical Competence* Emotions / physiology* Female Humans Interpersonal Relations* Male Physicians / psychology* Questionnaires Retrospective Studies Schools, Medical* Students, Medical / psychology* United States |
| Grant Support | |
ID/Acronym/Agency:
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NS048146/NS/NINDS NIH HHS; R24AT004641/AT/NCCAM NIH HHS |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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