1Department of Medical Ethics, Shahid Beheshti University of Medical Sciences, Tehran, Iran
2Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
3Academy of Medical Sciences of Iran, Tehran, Iran
4School of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, Iran
چکیده
Introduction: Proper transfer of professional values is an essential part of medical education. Real-life experiences in the educational process are one of the most effective methods for achieving values and assisting students in developing their value framework. This study aimed to develop and characterize the concept of value-rich exposures in medical education to bring this concept closer to the practice. Methods: In order to perform the synthesis, according to Walker and Avant, a combination of hermeneutic phenomenological method and literature review was used. At first, researchers characterized the concept of value-rich exposures based on the lived experiences of medical students who had participated in a program based on value-rich exposures at Shahid Beheshti University of Medical Sciences in Iran. After that, the literature was reviewed using an integrative review approach. Then we looked at the similarities and differences between the results of the interviews and the literature review and chose the best word to name the themes and subthemes. Finally, to describe the concept of value-rich exposures in medical education, we created a conceptual matrix. Results: We defined the concept of value-rich exposure in medical education under five themes while implementing the steps of Walker and Avant’s concept synthesis: probing self-inner values, value-rich program, value mentor, value-rich interactions, and value-rich environment. The elements and relationships of the themes were depicted in the form of a conceptual matrix. Conclusions: A value-rich exposure is a type of lived experience that occurs during a student’s professional life, a necessity that, with proper planning, can play an important role in shaping medical students’ professional identities.
Ssebunnya GM. Beyond the hidden curriculum: The challenging search for authentic values in medical ethics education. South African Journal of Bioethics and Law. 2013;6(2):48-51.
Hattab AS. Current trends in teaching ethics of healthcare practices. Developing World Bioethics. 2004;4(2):160-72.
Halstead JM, Taylor MJ. Learning and teaching about values: A review of recent research. Cambridge journal of education. 2000;30(2):169-202.
Grundstein-Amado R. Values education: a new direction for medical education. Journal of Medical Ethics. 1995;21(3):174-8.
Marzorati C, Pravettoni G. Value as the key concept in the health care system: how it has influenced medical practice and clinical decision-making processes. Journal of Multidisciplinary Healthcare. 2017;10:101.
Djulbegovic B, Guyatt GH. Progress in evidence-based medicine: a quarter century on. The Lancet. 2017;390(10092):415-23.
Birden H, Glass N, Wilson I, Harrison M, Usherwood T, Nass D. Teaching professionalism in medical education: a Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25. Med Teach. 2013;35(7):e1252-66.
Hensel WA, Rasco TL. Storytelling as a method for teaching values and attitudes. Acad Med. 1992;67(8):500-4.
Thiel CE, Connelly S, Harkrider L, Devenport LD, Bagdasarov Z, Johnson JF, et al. Case-based knowledge and ethics education: Improving learning and transfer through emotionally rich cases. Science and Engineering Ethics. 2013;19(1):265-86.
Yazdani S, AkbariLakeh M, Ahmady S, Afshar L, Foroutan SA. Value-based curriculum model from the viewpoints of experts in education of ethics and values in shahid beheshti university of medical sciences. Iranian Journal of Medical Education. 2015;15:304-18.
Zhang F, Zhao L, Zeng Y, Xu K, Wen X. A comparison of inquiry-oriented teaching and lecture-based approach in nursing ethics education. Nurse education today. 2019;79:86-91.
Branch Jr WT. Small-group teaching emphasizing reflection can positively influence medical students' values. Acad Med. 2001;76(12):1171-2.
Sabeghi H, Afshar L, Foroutan SA, Yazdani S. Medical students' value-rich exposures in clinical setting during the COVID-19 pandemic. Journal of Medical Ethics and History of Medicine. 2020;13:1.
Walker LO, Avant KC. Strategies for Theory Construction in Nursing. 6th ed. United states of America: Julie Levin Alexander; 2019.
van Manen M. Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. USA: Taylor & Francis; 2016.
van Manen M. Researching Lived Experience, Second Edition. USA: Taylor & Francis, Human Science for an Action Sensitive Pedagogy: Left Coast Press; 1997.
Cronin P, Ryan F, Coughlan M. Undertaking a literature review: a step-by-step approach. British journal of nursing. 2008;17(1):1.
Sabeghi H, Yazdani S, Foroutan SA, Hosseini SM, Afshar L. Value-rich exposures in medical education: phenomenology of practice according to the lived experiences of medical students in Iran. Journal of Medical Ethics & History of Medicine. 2021;14(9):1.
Macneill P, Joseph R, Lysaght T, Samarasekera DD, Hooi SC. A professionalism program in medical education and training–From broad values to specific applications, YLL School of Medicine, Singapore. Med Teach. 2020;42(5):561-71.
Chowdhury M. Emphasizing morals, values, ethics, and character education in science education and science teaching. MOJES: Malaysian Online Journal of Educational Sciences. 2018;4(2):1-16.
Fredholm A, Manninen K, Hjelmqvist H, Silén C. Authenticity made visible in medical students’ experiences of feeling like a doctor. International journal of medical education. 2019;10:113.
Sanchez TR. Heroes, Values, and Transcending Time: Using Trade Books To Teach Values. USA: ERIC; 1998.
Fischer E, Hänze M. How do university teachers’ values and beliefs affect their teaching? Educational Psychology. 2020;40(3):296-317.
Saif AA. Modern educational psychology: psychology of learning and teaching. Tehran: Doran; 2015. Persian.
Godbold R, Lees A. Ethics education for health professionals: a values based approach. Nurse Education in Practice. 2013;13(6):553-60.
Fulford K. Ten principles of values-based medicine. E. Radden J. The philosophy of psychiatry: A companion. USA: Oxford University Press. 2004:205-34.
Stern DT. Practicing what we preach? An analysis of the curriculum of values in medical education. The American journal of medicine. 1998;104(6):569-75.
Goldie J. The formation of professional identity in medical students: considerations for educators. Med Teach. 2012;34(9):e641-e8.
