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LIBRIS Formathandbok  (Information om MARC21)
FältnamnIndikatorerMetadata
00005056naa a2200541 4500
001oai:DiVA.org:kth-259158
003SwePub
008190911s2019 | |||||||||||000 ||eng|
009oai:prod.swepub.kib.ki.se:141803049
009oai:DiVA.org:liu-161008
0247 a https://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-2591582 URI
0247 a https://doi.org/10.1111/medu.139342 DOI
0247 a http://kipublications.ki.se/Default.aspx?queryparsed=id:1418030492 URI
0247 a https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1610082 URI
040 a (SwePub)kthd (SwePub)kid (SwePub)liu
041 a engb eng
042 9 SwePub
072 7a ref2 swepub-contenttype
072 7a art2 swepub-publicationtype
1001 a Weurlander, Maria,d 1969-u KTH,Lärande,KTH Royal Inst Technol, Sweden; Karolinska Inst, Sweden4 aut0 (Swepub:kth)u1ekk4uq
2451 0a Emotional challenges of medical students generate feelings of uncertainty
264 c 2019-09-11
264 1b John Wiley & Sons,c 2019
338 a print2 rdacarrier
500 a QC 20191004
500 a Funding Agencies|Swedish Research CouncilSwedish Research Council
520 a OBJECTIVES Health care students face many situations during their education that might be emotionally challenging. Students are confronted with illness, suffering, death, patient treatment dilemmas, and witnessing unprofessional behaviour on the part of health care professionals. Few studies have focused on what these experiences lead to inrelation to the process of becoming a professional. The purpose of the study was toexplore medical students’ main concerns relating to emotionally challenging situations during their medical education.METHODS A constructivist grounded theory approach was used to explore and analyse medical students’ experiences. Data were gathered by means of focus group interviews, including two interviews in the middle and two interviews at the end of the students’ undergraduate programme. A total of 14 medical students participated.RESULTS Students’ main concerns relating to emotionally challenging situations were feelings of uncertainty. These feelings of uncertainty concerned: (i) insufficient knowledge and skills; (ii) the struggle to manage emotions in patient encounters; (iii)perceived negative culture and values amongst health care professionals and in the health care system, and (iv) lacking a self-evident position on the health care team. The first two aspectsr elate to uncertainties concerning their own capabilities and the other two aspects relate to uncertainties regarding the detached medical culture and the unclear expectations of them as students in the health care team.CONCLUSIONS In the process of becoming a physician, students develop their professional identity in constant negotiation with their own perceptions, values and norms and what they experience in the local clinical context in which they participate during workplace education. The two dimensions that students have to resolve during this process concern the questions: Do I have what it takes? Do I want to belong to this medical culture? Until these struggles are resolved, students are likely to experience worry about their future professional role.
650 7a SAMHÄLLSVETENSKAPx Utbildningsvetenskap0 (SwePub)5032 hsv//swe
650 7a SOCIAL SCIENCESx Educational Sciences0 (SwePub)5032 hsv//eng
650 7a MEDICIN OCH HÄLSOVETENSKAPx Hälsovetenskapx Hälso- och sjukvårdsorganisation, hälsopolitik och hälsoekonomi0 (SwePub)303012 hsv//swe
650 7a MEDICAL AND HEALTH SCIENCESx Health Sciencesx Health Care Service and Management, Health Policy and Services and Health Economy0 (SwePub)303012 hsv//eng
653 a student experience; medical education; professional education; workplace learning
653 a Technology and Learning
653 a Teknik och lärande
7001 a Lönn, Annalenau Karolinska Institutet,Karolinska Inst, Sweden4 aut
7001 a Seeberger, Astridu Karolinska Institutet,Karolinska Inst, Sweden4 aut
7001 a Hult, Håkanu Karolinska Institutet,Karolinska Inst, Sweden4 aut
7001 a Thornberg, Robertu Linköpings universitet,Pedagogik och didaktik,Utbildningsvetenskap4 aut0 (Swepub:liu)robth79
7001 a Wernerson, Annikau Karolinska Institutet,Karolinska Inst, Sweden4 aut
7102 a KTHb Lärande4 org
7730 t Medical Educationd : John Wiley & Sonsg 53, s. 1037-1048q 53<1037-1048x 0308-0110x 1365-2923
8564 u https://doi.org/10.1111/medu.13934y Fulltext
8564 u https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/medu.13934
8564 u https://liu.diva-portal.org/smash/get/diva2:1361681/FULLTEXT01.pdfx primaryx Raw objecty fulltext:print
8564 8u https://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-259158
8564 8u https://doi.org/10.1111/medu.13934
8564 8u http://kipublications.ki.se/Default.aspx?queryparsed=id:141803049
8564 8u https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-161008

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