Student Reflection Papers on a Global Clinical Experience: A Qualitative Study

Background: Many of the 70,000 graduating US medical students [per year] have reported participating in a global health activity at some stage of medical school. This case study design provided a method for understanding the student's experience that included student’s learning about culture, h...

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Autores principales:	Carmi Z. Margolis, Robert M. Rohrbaugh, Luisa Tsang, Jennifer Fleischer, Mark J. Graham, Anne Kellett, Janet P. Hafler
Formato:	article
Lenguaje:	EN
Publicado:	Ubiquity Press 2017
Materias:	global health education reflection papers qualitative research medical student education international health Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270
Acceso en línea:	https://doaj.org/article/ed23628e48194cf6a6c6ea1b1aeb524a
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spelling	oai:doaj.org-article:ed23628e48194cf6a6c6ea1b1aeb524a2021-12-02T01:08:19ZStudent Reflection Papers on a Global Clinical Experience: A Qualitative Study2214-999610.1016/j.aogh.2017.04.006https://doaj.org/article/ed23628e48194cf6a6c6ea1b1aeb524a2017-06-01T00:00:00Zhttps://annalsofglobalhealth.org/articles/202https://doaj.org/toc/2214-9996Background: Many of the 70,000 graduating US medical students [per year] have reported participating in a global health activity at some stage of medical school. This case study design provided a method for understanding the student's experience that included student’s learning about culture, health disparities, exposure and reaction to a range of diseases actually encountered. The broad diversity of themes among students indicated that the GCE provided a flexible, personalized experience. We need to understand the student’s experience in order to help design appropriate curricular experiences [and valid student assessment]. Objective: Our research aim was to analyze medical student reflection papers to understand how they viewed their Global Clinical Experience (GCE). Methods: A qualitative case study design was used to analyze student reflection papers. All 28 students who participated in a GCE from 2008-2010 and in 2014-2015 and submitted a reflection paper on completion of the GCE were eligible to participate in the study. One student did not submit a reflection paper and was not included in the study. Findings: All 27 papers were coded by paragraph for reflection and for themes. System of Care/Range of Care was mentioned most often, Aids to Adjustment Process was mentioned least. The theme, “Diseases,” referred to any mention of a disease in the reflection papers, and 44 diseases were mentioned in the papers. The analysis for depth of reflection yielded the following data: Observation, 81/248 paragraphs; Observation and Interpretation, 130/248 paragraphs; and Observation, Interpretation, and Suggestions for change, 36/248 paragraphs; 9 reflection papers contained 27 separate accounts of a transformational experience. Conclusions: This study provided a method for understanding the student's experience that included student’s learning about culture, health disparities, and exposure and reaction to a range of diseases actually encountered. The broad diversity of themes among students indicated that the GCE provided a flexible, personalized experience. How we might design a curriculum to facilitate transformational learning experiences needs further research.Carmi Z. MargolisRobert M. RohrbaughLuisa TsangJennifer FleischerMark J. GrahamAnne KellettJanet P. HaflerUbiquity Pressarticleglobal health educationreflection papersqualitative researchmedical student educationinternational healthInfectious and parasitic diseasesRC109-216Public aspects of medicineRA1-1270ENAnnals of Global Health, Vol 83, Iss 2, Pp 333-338 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	global health education reflection papers qualitative research medical student education international health Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270
spellingShingle	global health education reflection papers qualitative research medical student education international health Infectious and parasitic diseases RC109-216 Public aspects of medicine RA1-1270 Carmi Z. Margolis Robert M. Rohrbaugh Luisa Tsang Jennifer Fleischer Mark J. Graham Anne Kellett Janet P. Hafler Student Reflection Papers on a Global Clinical Experience: A Qualitative Study
description	Background: Many of the 70,000 graduating US medical students [per year] have reported participating in a global health activity at some stage of medical school. This case study design provided a method for understanding the student's experience that included student’s learning about culture, health disparities, exposure and reaction to a range of diseases actually encountered. The broad diversity of themes among students indicated that the GCE provided a flexible, personalized experience. We need to understand the student’s experience in order to help design appropriate curricular experiences [and valid student assessment]. Objective: Our research aim was to analyze medical student reflection papers to understand how they viewed their Global Clinical Experience (GCE). Methods: A qualitative case study design was used to analyze student reflection papers. All 28 students who participated in a GCE from 2008-2010 and in 2014-2015 and submitted a reflection paper on completion of the GCE were eligible to participate in the study. One student did not submit a reflection paper and was not included in the study. Findings: All 27 papers were coded by paragraph for reflection and for themes. System of Care/Range of Care was mentioned most often, Aids to Adjustment Process was mentioned least. The theme, “Diseases,” referred to any mention of a disease in the reflection papers, and 44 diseases were mentioned in the papers. The analysis for depth of reflection yielded the following data: Observation, 81/248 paragraphs; Observation and Interpretation, 130/248 paragraphs; and Observation, Interpretation, and Suggestions for change, 36/248 paragraphs; 9 reflection papers contained 27 separate accounts of a transformational experience. Conclusions: This study provided a method for understanding the student's experience that included student’s learning about culture, health disparities, and exposure and reaction to a range of diseases actually encountered. The broad diversity of themes among students indicated that the GCE provided a flexible, personalized experience. How we might design a curriculum to facilitate transformational learning experiences needs further research.
format	article
author	Carmi Z. Margolis Robert M. Rohrbaugh Luisa Tsang Jennifer Fleischer Mark J. Graham Anne Kellett Janet P. Hafler
author_facet	Carmi Z. Margolis Robert M. Rohrbaugh Luisa Tsang Jennifer Fleischer Mark J. Graham Anne Kellett Janet P. Hafler
author_sort	Carmi Z. Margolis
title	Student Reflection Papers on a Global Clinical Experience: A Qualitative Study
title_short	Student Reflection Papers on a Global Clinical Experience: A Qualitative Study
title_full	Student Reflection Papers on a Global Clinical Experience: A Qualitative Study
title_fullStr	Student Reflection Papers on a Global Clinical Experience: A Qualitative Study
title_full_unstemmed	Student Reflection Papers on a Global Clinical Experience: A Qualitative Study
title_sort	student reflection papers on a global clinical experience: a qualitative study
publisher	Ubiquity Press
publishDate	2017
url	https://doaj.org/article/ed23628e48194cf6a6c6ea1b1aeb524a
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Student Reflection Papers on a Global Clinical Experience: A Qualitative Study

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