The effect of medical students’ gender, ethnicity and attitude towards poetry-reading on the evaluation of a required, clinically-integrated poetry- based educational intervention
Background Art -based interventions are widely used in medical education. However, data on the potential effects of art-based interventions on medical students have been limited to small qualitative studies on students’ evaluation of elective programs, and thus their findings may be difficult to gen...
Ausführliche Beschreibung
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| Autor*in: |
Muszkat, Mordechai [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2014 |
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| Anmerkung: |
© Muszkat et al.; licensee BioMed Central Ltd. 2014 |
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| Übergeordnetes Werk: |
Enthalten in: BMC medical education - London : BioMed Central, 2001, 14(2014), 1 vom: 15. Sept. |
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| Übergeordnetes Werk: |
volume:14 ; year:2014 ; number:1 ; day:15 ; month:09 |
| Links: |
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| DOI / URN: |
10.1186/1472-6920-14-188 |
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SPR028170563 |
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| 520 | |a Background Art -based interventions are widely used in medical education. However, data on the potential effects of art-based interventions on medical students have been limited to small qualitative studies on students’ evaluation of elective programs, and thus their findings may be difficult to generalize. The goal of this study is to examine, in an unselected students’ population, the effect of students’ gender, ethnicity and attitude towards poetry on their evaluation of a clinically-integrated poetry-based educational intervention. Methods A required Clinically- Oriented Poetry-reading Experience (COPE) is integrated into the $ 4^{th} $ year internal medicine clerkship. We constructed a questionnaire regarding the program’s effects on students. Students completed the questionnaire at the end of the clerkship. We performed a Confirmatory Factor Analysis, and examined the relationship between students’ evaluation of the program and students’ ethnicity, gender, attitude towards poetry-reading, and the timing of the program (early/late) during the fourth year. Results 144 students participated in the program, of which 112 completed the questionnaires. We identified two effect factors: “student-patient” and “self and colleagues”. The average score for “student-patient” factor was significantly higher as compared to the “self and colleagues” factor. Evaluation the “student- patient” effect factor was higher among Arab and Druze as compared to Jewish students. Students’ attitude towards poetry-reading did not correlate with the “student-patient” effect, but correlated with the “self and colleagues” effect. The evaluation of the “self and colleagues” effect was higher among students who participated in the program during their second as compared with the first clerkship. Students’ gender was not associated with any of the effects identified. Students favored obligatory participation in COPE as compared with elective course format. Conclusions According to students’ evaluation, a format of integrated, obligatory poetry-based intervention may be suitable for enhancing “student-patient” aims in heterogeneous student populations. The higher evaluation of the “patient-student” effect among Arab and Druze as compared to Jewish students may be related to cultural differences in the perception of this component of medical professionalism. Further research can provide insight into the effect of cultural and ethnic differences on actual empathy of medical students in patient encounters. | ||
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10.1186/1472-6920-14-188 doi (DE-627)SPR028170563 (SPR)1472-6920-14-188-e DE-627 ger DE-627 rakwb eng Muszkat, Mordechai verfasserin aut The effect of medical students’ gender, ethnicity and attitude towards poetry-reading on the evaluation of a required, clinically-integrated poetry- based educational intervention 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Muszkat et al.; licensee BioMed Central Ltd. 2014 Background Art -based interventions are widely used in medical education. However, data on the potential effects of art-based interventions on medical students have been limited to small qualitative studies on students’ evaluation of elective programs, and thus their findings may be difficult to generalize. The goal of this study is to examine, in an unselected students’ population, the effect of students’ gender, ethnicity and attitude towards poetry on their evaluation of a clinically-integrated poetry-based educational intervention. Methods A required Clinically- Oriented Poetry-reading Experience (COPE) is integrated into the $ 4^{th} $ year internal medicine clerkship. We constructed a questionnaire regarding the program’s effects on students. Students completed the questionnaire at the end of the clerkship. We performed a Confirmatory Factor Analysis, and examined the relationship between students’ evaluation of the program and students’ ethnicity, gender, attitude towards poetry-reading, and the timing of the program (early/late) during the fourth year. Results 144 students participated in the program, of which 112 completed the questionnaires. We identified two effect factors: “student-patient” and “self and colleagues”. The average score for “student-patient” factor was significantly higher as compared to the “self and colleagues” factor. Evaluation the “student- patient” effect factor was higher among Arab and Druze as compared to Jewish students. Students’ attitude towards poetry-reading did not correlate with the “student-patient” effect, but correlated with the “self and colleagues” effect. The evaluation of the “self and colleagues” effect was higher among students who participated in the program during their second as compared with the first clerkship. Students’ gender was not associated with any of the effects identified. Students favored obligatory participation in COPE as compared with elective course format. Conclusions According to students’ evaluation, a format of integrated, obligatory poetry-based intervention may be suitable for enhancing “student-patient” aims in heterogeneous student populations. The higher evaluation of the “patient-student” effect among Arab and Druze as compared to Jewish students may be related to cultural differences in the perception of this component of medical professionalism. Further research can provide insight into the effect of cultural and ethnic differences on actual empathy of medical students in patient encounters. Art-based intervention (dpeaa)DE-He213 Poetry (dpeaa)DE-He213 Medical humanities (dpeaa)DE-He213 Medical education (dpeaa)DE-He213 Barak, Orly aut Lalazar, Gadi aut Mazal, Bracha aut Schneider, Ronen aut Levi, Irit Mor-Yosef aut Cohen, Matan J aut Canetti, Laura aut Yehuda, Arie Ben aut Naparstek, Yaakov aut Enthalten in BMC medical education London : BioMed Central, 2001 14(2014), 1 vom: 15. Sept. (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:14 year:2014 number:1 day:15 month:09 https://dx.doi.org/10.1186/1472-6920-14-188 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 14 2014 1 15 09 |
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10.1186/1472-6920-14-188 doi (DE-627)SPR028170563 (SPR)1472-6920-14-188-e DE-627 ger DE-627 rakwb eng Muszkat, Mordechai verfasserin aut The effect of medical students’ gender, ethnicity and attitude towards poetry-reading on the evaluation of a required, clinically-integrated poetry- based educational intervention 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Muszkat et al.; licensee BioMed Central Ltd. 2014 Background Art -based interventions are widely used in medical education. However, data on the potential effects of art-based interventions on medical students have been limited to small qualitative studies on students’ evaluation of elective programs, and thus their findings may be difficult to generalize. The goal of this study is to examine, in an unselected students’ population, the effect of students’ gender, ethnicity and attitude towards poetry on their evaluation of a clinically-integrated poetry-based educational intervention. Methods A required Clinically- Oriented Poetry-reading Experience (COPE) is integrated into the $ 4^{th} $ year internal medicine clerkship. We constructed a questionnaire regarding the program’s effects on students. Students completed the questionnaire at the end of the clerkship. We performed a Confirmatory Factor Analysis, and examined the relationship between students’ evaluation of the program and students’ ethnicity, gender, attitude towards poetry-reading, and the timing of the program (early/late) during the fourth year. Results 144 students participated in the program, of which 112 completed the questionnaires. We identified two effect factors: “student-patient” and “self and colleagues”. The average score for “student-patient” factor was significantly higher as compared to the “self and colleagues” factor. Evaluation the “student- patient” effect factor was higher among Arab and Druze as compared to Jewish students. Students’ attitude towards poetry-reading did not correlate with the “student-patient” effect, but correlated with the “self and colleagues” effect. The evaluation of the “self and colleagues” effect was higher among students who participated in the program during their second as compared with the first clerkship. Students’ gender was not associated with any of the effects identified. Students favored obligatory participation in COPE as compared with elective course format. Conclusions According to students’ evaluation, a format of integrated, obligatory poetry-based intervention may be suitable for enhancing “student-patient” aims in heterogeneous student populations. The higher evaluation of the “patient-student” effect among Arab and Druze as compared to Jewish students may be related to cultural differences in the perception of this component of medical professionalism. Further research can provide insight into the effect of cultural and ethnic differences on actual empathy of medical students in patient encounters. Art-based intervention (dpeaa)DE-He213 Poetry (dpeaa)DE-He213 Medical humanities (dpeaa)DE-He213 Medical education (dpeaa)DE-He213 Barak, Orly aut Lalazar, Gadi aut Mazal, Bracha aut Schneider, Ronen aut Levi, Irit Mor-Yosef aut Cohen, Matan J aut Canetti, Laura aut Yehuda, Arie Ben aut Naparstek, Yaakov aut Enthalten in BMC medical education London : BioMed Central, 2001 14(2014), 1 vom: 15. Sept. (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:14 year:2014 number:1 day:15 month:09 https://dx.doi.org/10.1186/1472-6920-14-188 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 14 2014 1 15 09 |
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10.1186/1472-6920-14-188 doi (DE-627)SPR028170563 (SPR)1472-6920-14-188-e DE-627 ger DE-627 rakwb eng Muszkat, Mordechai verfasserin aut The effect of medical students’ gender, ethnicity and attitude towards poetry-reading on the evaluation of a required, clinically-integrated poetry- based educational intervention 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Muszkat et al.; licensee BioMed Central Ltd. 2014 Background Art -based interventions are widely used in medical education. However, data on the potential effects of art-based interventions on medical students have been limited to small qualitative studies on students’ evaluation of elective programs, and thus their findings may be difficult to generalize. The goal of this study is to examine, in an unselected students’ population, the effect of students’ gender, ethnicity and attitude towards poetry on their evaluation of a clinically-integrated poetry-based educational intervention. Methods A required Clinically- Oriented Poetry-reading Experience (COPE) is integrated into the $ 4^{th} $ year internal medicine clerkship. We constructed a questionnaire regarding the program’s effects on students. Students completed the questionnaire at the end of the clerkship. We performed a Confirmatory Factor Analysis, and examined the relationship between students’ evaluation of the program and students’ ethnicity, gender, attitude towards poetry-reading, and the timing of the program (early/late) during the fourth year. Results 144 students participated in the program, of which 112 completed the questionnaires. We identified two effect factors: “student-patient” and “self and colleagues”. The average score for “student-patient” factor was significantly higher as compared to the “self and colleagues” factor. Evaluation the “student- patient” effect factor was higher among Arab and Druze as compared to Jewish students. Students’ attitude towards poetry-reading did not correlate with the “student-patient” effect, but correlated with the “self and colleagues” effect. The evaluation of the “self and colleagues” effect was higher among students who participated in the program during their second as compared with the first clerkship. Students’ gender was not associated with any of the effects identified. Students favored obligatory participation in COPE as compared with elective course format. Conclusions According to students’ evaluation, a format of integrated, obligatory poetry-based intervention may be suitable for enhancing “student-patient” aims in heterogeneous student populations. The higher evaluation of the “patient-student” effect among Arab and Druze as compared to Jewish students may be related to cultural differences in the perception of this component of medical professionalism. Further research can provide insight into the effect of cultural and ethnic differences on actual empathy of medical students in patient encounters. Art-based intervention (dpeaa)DE-He213 Poetry (dpeaa)DE-He213 Medical humanities (dpeaa)DE-He213 Medical education (dpeaa)DE-He213 Barak, Orly aut Lalazar, Gadi aut Mazal, Bracha aut Schneider, Ronen aut Levi, Irit Mor-Yosef aut Cohen, Matan J aut Canetti, Laura aut Yehuda, Arie Ben aut Naparstek, Yaakov aut Enthalten in BMC medical education London : BioMed Central, 2001 14(2014), 1 vom: 15. Sept. (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:14 year:2014 number:1 day:15 month:09 https://dx.doi.org/10.1186/1472-6920-14-188 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 14 2014 1 15 09 |
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10.1186/1472-6920-14-188 doi (DE-627)SPR028170563 (SPR)1472-6920-14-188-e DE-627 ger DE-627 rakwb eng Muszkat, Mordechai verfasserin aut The effect of medical students’ gender, ethnicity and attitude towards poetry-reading on the evaluation of a required, clinically-integrated poetry- based educational intervention 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Muszkat et al.; licensee BioMed Central Ltd. 2014 Background Art -based interventions are widely used in medical education. However, data on the potential effects of art-based interventions on medical students have been limited to small qualitative studies on students’ evaluation of elective programs, and thus their findings may be difficult to generalize. The goal of this study is to examine, in an unselected students’ population, the effect of students’ gender, ethnicity and attitude towards poetry on their evaluation of a clinically-integrated poetry-based educational intervention. Methods A required Clinically- Oriented Poetry-reading Experience (COPE) is integrated into the $ 4^{th} $ year internal medicine clerkship. We constructed a questionnaire regarding the program’s effects on students. Students completed the questionnaire at the end of the clerkship. We performed a Confirmatory Factor Analysis, and examined the relationship between students’ evaluation of the program and students’ ethnicity, gender, attitude towards poetry-reading, and the timing of the program (early/late) during the fourth year. Results 144 students participated in the program, of which 112 completed the questionnaires. We identified two effect factors: “student-patient” and “self and colleagues”. The average score for “student-patient” factor was significantly higher as compared to the “self and colleagues” factor. Evaluation the “student- patient” effect factor was higher among Arab and Druze as compared to Jewish students. Students’ attitude towards poetry-reading did not correlate with the “student-patient” effect, but correlated with the “self and colleagues” effect. The evaluation of the “self and colleagues” effect was higher among students who participated in the program during their second as compared with the first clerkship. Students’ gender was not associated with any of the effects identified. Students favored obligatory participation in COPE as compared with elective course format. Conclusions According to students’ evaluation, a format of integrated, obligatory poetry-based intervention may be suitable for enhancing “student-patient” aims in heterogeneous student populations. The higher evaluation of the “patient-student” effect among Arab and Druze as compared to Jewish students may be related to cultural differences in the perception of this component of medical professionalism. Further research can provide insight into the effect of cultural and ethnic differences on actual empathy of medical students in patient encounters. Art-based intervention (dpeaa)DE-He213 Poetry (dpeaa)DE-He213 Medical humanities (dpeaa)DE-He213 Medical education (dpeaa)DE-He213 Barak, Orly aut Lalazar, Gadi aut Mazal, Bracha aut Schneider, Ronen aut Levi, Irit Mor-Yosef aut Cohen, Matan J aut Canetti, Laura aut Yehuda, Arie Ben aut Naparstek, Yaakov aut Enthalten in BMC medical education London : BioMed Central, 2001 14(2014), 1 vom: 15. Sept. (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:14 year:2014 number:1 day:15 month:09 https://dx.doi.org/10.1186/1472-6920-14-188 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 14 2014 1 15 09 |
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10.1186/1472-6920-14-188 doi (DE-627)SPR028170563 (SPR)1472-6920-14-188-e DE-627 ger DE-627 rakwb eng Muszkat, Mordechai verfasserin aut The effect of medical students’ gender, ethnicity and attitude towards poetry-reading on the evaluation of a required, clinically-integrated poetry- based educational intervention 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Muszkat et al.; licensee BioMed Central Ltd. 2014 Background Art -based interventions are widely used in medical education. However, data on the potential effects of art-based interventions on medical students have been limited to small qualitative studies on students’ evaluation of elective programs, and thus their findings may be difficult to generalize. The goal of this study is to examine, in an unselected students’ population, the effect of students’ gender, ethnicity and attitude towards poetry on their evaluation of a clinically-integrated poetry-based educational intervention. Methods A required Clinically- Oriented Poetry-reading Experience (COPE) is integrated into the $ 4^{th} $ year internal medicine clerkship. We constructed a questionnaire regarding the program’s effects on students. Students completed the questionnaire at the end of the clerkship. We performed a Confirmatory Factor Analysis, and examined the relationship between students’ evaluation of the program and students’ ethnicity, gender, attitude towards poetry-reading, and the timing of the program (early/late) during the fourth year. Results 144 students participated in the program, of which 112 completed the questionnaires. We identified two effect factors: “student-patient” and “self and colleagues”. The average score for “student-patient” factor was significantly higher as compared to the “self and colleagues” factor. Evaluation the “student- patient” effect factor was higher among Arab and Druze as compared to Jewish students. Students’ attitude towards poetry-reading did not correlate with the “student-patient” effect, but correlated with the “self and colleagues” effect. The evaluation of the “self and colleagues” effect was higher among students who participated in the program during their second as compared with the first clerkship. Students’ gender was not associated with any of the effects identified. Students favored obligatory participation in COPE as compared with elective course format. Conclusions According to students’ evaluation, a format of integrated, obligatory poetry-based intervention may be suitable for enhancing “student-patient” aims in heterogeneous student populations. The higher evaluation of the “patient-student” effect among Arab and Druze as compared to Jewish students may be related to cultural differences in the perception of this component of medical professionalism. Further research can provide insight into the effect of cultural and ethnic differences on actual empathy of medical students in patient encounters. Art-based intervention (dpeaa)DE-He213 Poetry (dpeaa)DE-He213 Medical humanities (dpeaa)DE-He213 Medical education (dpeaa)DE-He213 Barak, Orly aut Lalazar, Gadi aut Mazal, Bracha aut Schneider, Ronen aut Levi, Irit Mor-Yosef aut Cohen, Matan J aut Canetti, Laura aut Yehuda, Arie Ben aut Naparstek, Yaakov aut Enthalten in BMC medical education London : BioMed Central, 2001 14(2014), 1 vom: 15. Sept. (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:14 year:2014 number:1 day:15 month:09 https://dx.doi.org/10.1186/1472-6920-14-188 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 14 2014 1 15 09 |
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The effect of medical students’ gender, ethnicity and attitude towards poetry-reading on the evaluation of a required, clinically-integrated poetry- based educational intervention |
| abstract |
Background Art -based interventions are widely used in medical education. However, data on the potential effects of art-based interventions on medical students have been limited to small qualitative studies on students’ evaluation of elective programs, and thus their findings may be difficult to generalize. The goal of this study is to examine, in an unselected students’ population, the effect of students’ gender, ethnicity and attitude towards poetry on their evaluation of a clinically-integrated poetry-based educational intervention. Methods A required Clinically- Oriented Poetry-reading Experience (COPE) is integrated into the $ 4^{th} $ year internal medicine clerkship. We constructed a questionnaire regarding the program’s effects on students. Students completed the questionnaire at the end of the clerkship. We performed a Confirmatory Factor Analysis, and examined the relationship between students’ evaluation of the program and students’ ethnicity, gender, attitude towards poetry-reading, and the timing of the program (early/late) during the fourth year. Results 144 students participated in the program, of which 112 completed the questionnaires. We identified two effect factors: “student-patient” and “self and colleagues”. The average score for “student-patient” factor was significantly higher as compared to the “self and colleagues” factor. Evaluation the “student- patient” effect factor was higher among Arab and Druze as compared to Jewish students. Students’ attitude towards poetry-reading did not correlate with the “student-patient” effect, but correlated with the “self and colleagues” effect. The evaluation of the “self and colleagues” effect was higher among students who participated in the program during their second as compared with the first clerkship. Students’ gender was not associated with any of the effects identified. Students favored obligatory participation in COPE as compared with elective course format. Conclusions According to students’ evaluation, a format of integrated, obligatory poetry-based intervention may be suitable for enhancing “student-patient” aims in heterogeneous student populations. The higher evaluation of the “patient-student” effect among Arab and Druze as compared to Jewish students may be related to cultural differences in the perception of this component of medical professionalism. Further research can provide insight into the effect of cultural and ethnic differences on actual empathy of medical students in patient encounters. © Muszkat et al.; licensee BioMed Central Ltd. 2014 |
| abstractGer |
Background Art -based interventions are widely used in medical education. However, data on the potential effects of art-based interventions on medical students have been limited to small qualitative studies on students’ evaluation of elective programs, and thus their findings may be difficult to generalize. The goal of this study is to examine, in an unselected students’ population, the effect of students’ gender, ethnicity and attitude towards poetry on their evaluation of a clinically-integrated poetry-based educational intervention. Methods A required Clinically- Oriented Poetry-reading Experience (COPE) is integrated into the $ 4^{th} $ year internal medicine clerkship. We constructed a questionnaire regarding the program’s effects on students. Students completed the questionnaire at the end of the clerkship. We performed a Confirmatory Factor Analysis, and examined the relationship between students’ evaluation of the program and students’ ethnicity, gender, attitude towards poetry-reading, and the timing of the program (early/late) during the fourth year. Results 144 students participated in the program, of which 112 completed the questionnaires. We identified two effect factors: “student-patient” and “self and colleagues”. The average score for “student-patient” factor was significantly higher as compared to the “self and colleagues” factor. Evaluation the “student- patient” effect factor was higher among Arab and Druze as compared to Jewish students. Students’ attitude towards poetry-reading did not correlate with the “student-patient” effect, but correlated with the “self and colleagues” effect. The evaluation of the “self and colleagues” effect was higher among students who participated in the program during their second as compared with the first clerkship. Students’ gender was not associated with any of the effects identified. Students favored obligatory participation in COPE as compared with elective course format. Conclusions According to students’ evaluation, a format of integrated, obligatory poetry-based intervention may be suitable for enhancing “student-patient” aims in heterogeneous student populations. The higher evaluation of the “patient-student” effect among Arab and Druze as compared to Jewish students may be related to cultural differences in the perception of this component of medical professionalism. Further research can provide insight into the effect of cultural and ethnic differences on actual empathy of medical students in patient encounters. © Muszkat et al.; licensee BioMed Central Ltd. 2014 |
| abstract_unstemmed |
Background Art -based interventions are widely used in medical education. However, data on the potential effects of art-based interventions on medical students have been limited to small qualitative studies on students’ evaluation of elective programs, and thus their findings may be difficult to generalize. The goal of this study is to examine, in an unselected students’ population, the effect of students’ gender, ethnicity and attitude towards poetry on their evaluation of a clinically-integrated poetry-based educational intervention. Methods A required Clinically- Oriented Poetry-reading Experience (COPE) is integrated into the $ 4^{th} $ year internal medicine clerkship. We constructed a questionnaire regarding the program’s effects on students. Students completed the questionnaire at the end of the clerkship. We performed a Confirmatory Factor Analysis, and examined the relationship between students’ evaluation of the program and students’ ethnicity, gender, attitude towards poetry-reading, and the timing of the program (early/late) during the fourth year. Results 144 students participated in the program, of which 112 completed the questionnaires. We identified two effect factors: “student-patient” and “self and colleagues”. The average score for “student-patient” factor was significantly higher as compared to the “self and colleagues” factor. Evaluation the “student- patient” effect factor was higher among Arab and Druze as compared to Jewish students. Students’ attitude towards poetry-reading did not correlate with the “student-patient” effect, but correlated with the “self and colleagues” effect. The evaluation of the “self and colleagues” effect was higher among students who participated in the program during their second as compared with the first clerkship. Students’ gender was not associated with any of the effects identified. Students favored obligatory participation in COPE as compared with elective course format. Conclusions According to students’ evaluation, a format of integrated, obligatory poetry-based intervention may be suitable for enhancing “student-patient” aims in heterogeneous student populations. The higher evaluation of the “patient-student” effect among Arab and Druze as compared to Jewish students may be related to cultural differences in the perception of this component of medical professionalism. Further research can provide insight into the effect of cultural and ethnic differences on actual empathy of medical students in patient encounters. © Muszkat et al.; licensee BioMed Central Ltd. 2014 |
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The effect of medical students’ gender, ethnicity and attitude towards poetry-reading on the evaluation of a required, clinically-integrated poetry- based educational intervention |
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Barak, Orly Lalazar, Gadi Mazal, Bracha Schneider, Ronen Levi, Irit Mor-Yosef Cohen, Matan J Canetti, Laura Yehuda, Arie Ben Naparstek, Yaakov |
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Barak, Orly Lalazar, Gadi Mazal, Bracha Schneider, Ronen Levi, Irit Mor-Yosef Cohen, Matan J Canetti, Laura Yehuda, Arie Ben Naparstek, Yaakov |
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