TY - JOUR
T1 - What you “see” is how you communicate
T2 - Medical students’ meaning making of a patient's vignette
AU - Karnieli-Miller, Orit
AU - Michael, Keren
AU - Eidelman, Shmuel
AU - Meitar, Dafna
N1 - Publisher Copyright: © 2018 Elsevier B.V.
PY - 2018/9
Y1 - 2018/9
N2 - Objectives: To examine how medical students notice issues in a vignette and construct their meaning, and how this construction influences their plan to communicate with the patient. Methods: Following a breaking bad news course for 112 senior medical students, we qualitatively analyzed the participants’ written descriptions of the issues they noticed as requiring special attention, using an Immersion/Crystallization iterative consensus process. Results: Different students noticed different issues, but no-one noticed all 19 planted issues (Mean of issues noticed by students = 6.77; SD = 2.29). The students wrote about the issues in 46 different ways, representing the diverse meanings they ascribed, ranging from identifying, through inferring, to interpreting while jumping to conclusions. Moreover, for some issues, some students focused on the patient whereas others focused on the physician or the physician–patient relationship. Noticing issues led to preparing for communication with the patient. Conclusions: Noticing the issues and the subsequent meaning-making process facilitated the preparation to address them in the envisioned encounter. Practice implications: When teaching communication skills, it would be helpful to focus on increasing students’ awareness of the issues they notice or fail to notice and their personal meaning-making process. This might reduce bias and enhance their preparation for effective patient-centered communication.
AB - Objectives: To examine how medical students notice issues in a vignette and construct their meaning, and how this construction influences their plan to communicate with the patient. Methods: Following a breaking bad news course for 112 senior medical students, we qualitatively analyzed the participants’ written descriptions of the issues they noticed as requiring special attention, using an Immersion/Crystallization iterative consensus process. Results: Different students noticed different issues, but no-one noticed all 19 planted issues (Mean of issues noticed by students = 6.77; SD = 2.29). The students wrote about the issues in 46 different ways, representing the diverse meanings they ascribed, ranging from identifying, through inferring, to interpreting while jumping to conclusions. Moreover, for some issues, some students focused on the patient whereas others focused on the physician or the physician–patient relationship. Noticing issues led to preparing for communication with the patient. Conclusions: Noticing the issues and the subsequent meaning-making process facilitated the preparation to address them in the envisioned encounter. Practice implications: When teaching communication skills, it would be helpful to focus on increasing students’ awareness of the issues they notice or fail to notice and their personal meaning-making process. This might reduce bias and enhance their preparation for effective patient-centered communication.
KW - Medical students
KW - Narrative
KW - Physician-patient communication
KW - Written communication
UR - http://www.scopus.com/inward/record.url?scp=85046170461&partnerID=8YFLogxK
U2 - https://doi.org/10.1016/j.pec.2018.04.004
DO - https://doi.org/10.1016/j.pec.2018.04.004
M3 - مقالة
C2 - 29691110
SN - 0738-3991
VL - 101
SP - 1645
EP - 1653
JO - Patient Education and Counseling
JF - Patient Education and Counseling
IS - 9
ER -