In Their Own Words: Students Transitions From University To Hospital

Author(s):

Alessio Surian(presenting / submitting)Diego Di Masi(presenting)

Conference:

ECER 2017

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 07 C,

Paper Session

Time:

2017-08-23

17:15-18:45

Room:

K5.09

Chair:

Jani Petri Ursin

Contribution

The paper presents an exploratory study focused on the development of the professional image in Italy by a group of third year medicine students during their hospital internship. The core research question addresses the following topic: How does the professional representation change in the transition from university to hospital? Two subsequent research questions include: what role do emotions and metaphores play within the communication process involving students and patients (Branch et al., 2001)? Which competencies arise from the students’ reports? And which ones are still lacking? (Ten Cate, Billett, 2014). The paper describes the professional development in the context of an Italian hospital, taking into account the international frameworks and debate on the identification and description of the competences that health professionals are required to meet (CanMEDS; FNOMCEO). The primary focus of the paper is the CanMEDS framework. Developed by the Royal College in the 1990s, it is a framework to define the necessary competencies for all areas of medical practice and provide a comprehensive foundation for medical education and practice. Since its formal adoption by the Royal College in 1996, CanMEDS has become the most widely accepted and applied physician competency framework in the world. The current study is based on its most updated version (2015).

Method

The approach chosen in this exploratory study is based on content analysis (with NVivo) of 60 narratives provided by 20 students. CanMEDS Framework was used as content analysis reference framework. Two researchers carried out the content analysis independently one from the other. The students wrote their reports in three different phases: at the beginning, during and at the end of their hospital internship. They were all attending the third year at the University of Rome “La Sapienza” and were dealing with their first practice in a hospital. The group is equally divided into female and male students.

Expected Outcomes

The analysis of students narratives provide relevant examples of different ways to approach patients, and to collect and to elaborate information in relation to the clinical reasoning. They also help to identify critical aspects in conceptualising disease and illness issues as well as the professional competences of clinicians. Students self-report and narrative texts can play a crucial role both in enhancing their profile as reflective practitioners as well as in allowing medical education research to explore the ways students experience the transition between higher education and health practices. In turn, an understanding of such transition from a professional development perspective helps medicine to focus on ways to perceive and to approach the complexities of illness, i.e. the ways clinicians can better formulate their roles with respect to the patients and the clinical reasoning, both in technical dimensions and in dimensions of meaning (Charon, 2004).

References

Branch WT, Kern D, Haidet P, Weissmann P, Gracey CF, Mitchell G, et al. (2001) The patient-physician relationship. Teaching the human dimensions of care in clinical settings. J Amer Med Assoc. 286:1067–74. Charon R. (2004) Narrative and medicine. The New England Journal of Medicine. 350,9:862-864, February 26. Ten Cate, O., & Billett, S. (2014). Competency-based medical education: Origins, perspectives and potentialities. Medical Education, 48(3), 325–332.

Author Information

Alessio Surian (presenting / submitting)

UNIPD

FISPPA

Padova

Diego Di Masi (presenting)

UNIPD, Italy

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