Video cases as tricksters, in medical students´ transition to psychiatric clerkship. A liminal perspective
Objective: This study introduced a lens of liminal theory, drawn from anthropological classical ritual theory, to explore how a preparatory teaching format using video cases influenced medical students’ patient approaches in their subsequent psychiatric clerkship. The video cas...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
F1000 Research Ltd
2021-04-01
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| Series: | MedEdPublish |
| Subjects: | |
| Online Access: | https://www.mededpublish.org/Manuscripts/3666 |
| _version_ | 1819046969107021824 |
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| author | Kamilla Pedersen Anne Mette Moercke Charlotte Paltved Ole Mors Charlotte Ringsted |
| author_facet | Kamilla Pedersen Anne Mette Moercke Charlotte Paltved Ole Mors Charlotte Ringsted |
| author_sort | Kamilla Pedersen |
| collection | DOAJ |
| description | Objective:
This study introduced a lens of liminal theory, drawn from anthropological classical ritual theory, to explore how a preparatory teaching format using video cases influenced medical students’ patient approaches in their subsequent psychiatric clerkship. The video cases portrayed simulated patient-doctor encounters in diagnostic interview situations and were hypothesized to function as a liminal trickster.
Methods:
The study applied a qualitative explorative design using individual rich picture interviews. We asked the students to draw their experiences, which we investigated using a semi-structured interview guide designed to capture and unfold the students’ perspectives. We explored how students navigated insights from the preparatory teaching in their clerkship using liminal theory concepts in a mixed inductive and deductive thematic analysis.
Results:
The results from 8 rich picture interviews demonstrated that students’ ability to navigate insight gained from the video cases in their clerkship varied according to their roles in the clinical diagnostic interview situations. Students having active roles in the diagnostic interview situation adopted a patient-centred focus demonstrating empathic engagement and self-reflexivity related to their learning experiences with the video cases. Students with passive roles described a focus on how to adopt an appropriate appearance and copied the behaviour of the simulated doctors in the video cases.
Conclusion:
The liminal ritual theory perspective to explore the influence of preparatory teaching was useful for demonstrating how video cases could affect students’ patient-centred learning. Without guidance and active roles in clerkship, medical students’ learning experiences may lead to a prolonged liminal phase and may not capitalise on the potentially positive effects of the preparatory teaching. Liminal theory may further inform our understanding of students’ learning considering patient cases in educational technology arrangements as tricksters. |
| first_indexed | 2024-12-21T10:52:54Z |
| format | Article |
| id | doaj.art-7e6707c5031a4fc9b41ea4100e867fe0 |
| institution | Directory Open Access Journal |
| issn | 2312-7996 |
| language | English |
| last_indexed | 2024-12-21T10:52:54Z |
| publishDate | 2021-04-01 |
| publisher | F1000 Research Ltd |
| record_format | Article |
| series | MedEdPublish |
| spelling | doaj.art-7e6707c5031a4fc9b41ea4100e867fe02022-12-21T19:06:37ZengF1000 Research LtdMedEdPublish2312-79962021-04-01101Video cases as tricksters, in medical students´ transition to psychiatric clerkship. A liminal perspectiveKamilla Pedersen0Anne Mette Moercke1Charlotte Paltved2Ole Mors3Charlotte Ringsted4Aarhus University, Centre for Health Sciences EducationCopenhagen Academy for Medical Education and Simulation, Capital Region of DenmarkCorporate HR, MidtSim, Central Denmark Region, DenmarkPsychosis Research Unit, Aarhus University PsychiatryCentre for Health Sciences Education, Faculty of Health, Aarhus University, Aarhus, DenmarkObjective: This study introduced a lens of liminal theory, drawn from anthropological classical ritual theory, to explore how a preparatory teaching format using video cases influenced medical students’ patient approaches in their subsequent psychiatric clerkship. The video cases portrayed simulated patient-doctor encounters in diagnostic interview situations and were hypothesized to function as a liminal trickster. Methods: The study applied a qualitative explorative design using individual rich picture interviews. We asked the students to draw their experiences, which we investigated using a semi-structured interview guide designed to capture and unfold the students’ perspectives. We explored how students navigated insights from the preparatory teaching in their clerkship using liminal theory concepts in a mixed inductive and deductive thematic analysis. Results: The results from 8 rich picture interviews demonstrated that students’ ability to navigate insight gained from the video cases in their clerkship varied according to their roles in the clinical diagnostic interview situations. Students having active roles in the diagnostic interview situation adopted a patient-centred focus demonstrating empathic engagement and self-reflexivity related to their learning experiences with the video cases. Students with passive roles described a focus on how to adopt an appropriate appearance and copied the behaviour of the simulated doctors in the video cases. Conclusion: The liminal ritual theory perspective to explore the influence of preparatory teaching was useful for demonstrating how video cases could affect students’ patient-centred learning. Without guidance and active roles in clerkship, medical students’ learning experiences may lead to a prolonged liminal phase and may not capitalise on the potentially positive effects of the preparatory teaching. Liminal theory may further inform our understanding of students’ learning considering patient cases in educational technology arrangements as tricksters.https://www.mededpublish.org/Manuscripts/3666ClerkshipLiminalityMedical studentsPsychiatryVideo CasesPatient-centred LearningEducational TechnologyProfessional BehaviorEducational Anthropology |
| spellingShingle | Kamilla Pedersen Anne Mette Moercke Charlotte Paltved Ole Mors Charlotte Ringsted Video cases as tricksters, in medical students´ transition to psychiatric clerkship. A liminal perspective MedEdPublish Clerkship Liminality Medical students Psychiatry Video Cases Patient-centred Learning Educational Technology Professional Behavior Educational Anthropology |
| title | Video cases as tricksters, in medical students´ transition to psychiatric clerkship. A liminal perspective |
| title_full | Video cases as tricksters, in medical students´ transition to psychiatric clerkship. A liminal perspective |
| title_fullStr | Video cases as tricksters, in medical students´ transition to psychiatric clerkship. A liminal perspective |
| title_full_unstemmed | Video cases as tricksters, in medical students´ transition to psychiatric clerkship. A liminal perspective |
| title_short | Video cases as tricksters, in medical students´ transition to psychiatric clerkship. A liminal perspective |
| title_sort | video cases as tricksters in medical students´ transition to psychiatric clerkship a liminal perspective |
| topic | Clerkship Liminality Medical students Psychiatry Video Cases Patient-centred Learning Educational Technology Professional Behavior Educational Anthropology |
| url | https://www.mededpublish.org/Manuscripts/3666 |
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