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Medical students' affective reactions to workplace experiences: qualitative investigation in a Chinese cultural context

BMC medical education, 2020-11, Vol.20 (1), p.404-404, Article 404 [Peer Reviewed Journal]

COPYRIGHT 2020 BioMed Central Ltd. ;2020. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s) 2020 ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/s12909-020-02335-7 ;PMID: 33148233

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  • Title:
    Medical students' affective reactions to workplace experiences: qualitative investigation in a Chinese cultural context
  • Author: Yeh, Huei-Ming ; Chien, Wan-Hsi ; Tsai, Daniel Fu-Chang ; Dornan, Tim ; Lai, Ling-Ping ; Chu, Chun-Lin
  • Subjects: Affective reaction ; Analysis ; Asia ; Beliefs, opinions and attitudes ; China ; Cultural hegemony ; Curricula ; Data collection ; Emotional intelligence ; Emotions ; Ethics ; Female ; Hospitals ; Humans ; Identity formation ; Internships ; Investigations ; Male ; Medical education ; Medical personnel training ; Medical students ; Morality ; Oral diary ; Patients ; Physicians ; Qualitative Research ; Students, Medical ; Taiwan ; Teachers ; Values ; Workplace ; Workplace experience
  • Is Part Of: BMC medical education, 2020-11, Vol.20 (1), p.404-404, Article 404
  • Description: Compassion fatigue, unprofessional behavior, and burnout are prompting educators to examine medical students' affective reactions to workplace experiences. Attributes of both students and learning environments are influenced by their socio-cultural backgrounds. To prevent 'educational cultural hegemony', opinion leaders have advocated research in under-represented cultural contexts, of which Asia is a prime example. This study aimed to broaden the discourse of medical education by answering the question: how do students react affectively to workplace experiences in a Chinese cultural context? In 2014, the authors recruited five female and seven male Taiwanese clerkship students to make 1-2 audio-diary recordings per week for 12 weeks describing affective experiences, to which they had consciously reacted. The authors analyzed transcripts of these recordings thematically in the original Mandarin and prepared a thick description of their findings, including illustrative extracts. An English-speaking education researcher helped them translate this into English, constantly comparing the interpretation with the original, untranslated data. (Mis) matches between their visions of future professional life and clerkship experiences influenced participants' affective reactions, thoughts, and behaviors. Participants managed these reactions by drawing on a range of personal and social resources, which influenced the valence, strength, and nature of their reactions. This complex set of interrelationships was influenced by culturally determined values and norms, of which this report provides a thick description. To avoid educational cultural hegemony, educators need to understand professional behavior in terms of complex interactions between culturally-specific attributes of individual students and learning environments. The ethics committee of the National Taiwan University (NTU) Hospital gave research ethics approval ( 20130864RINB ).
  • Publisher: England: BioMed Central Ltd
  • Language: English
  • Identifier: ISSN: 1472-6920
    EISSN: 1472-6920
    DOI: 10.1186/s12909-020-02335-7
    PMID: 33148233
  • Source: GFMER Free Medical Journals
    MEDLINE
    PubMed Central
    Springer Nature OA/Free Journals
    ROAD: Directory of Open Access Scholarly Resources
    ProQuest Central
    DOAJ Directory of Open Access Journals
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