Integrating patient management, reflective practice, and ethical decision-making in an emergency medicine intern boot camp

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dc.authoridGun, Cem/0000-0001-5907-5056
dc.authoridAldinc, Hasan/0000-0002-4734-5319
dc.authoridULMAN, Yesim Isil/0000-0001-5601-1508
dc.authoridYaylaci, Serpil/0000-0001-9950-4118
dc.authoridSenyurek, Gamze/0000-0002-8127-1827
dc.authoridvatansever, kevser/0000-0002-8943-9874
dc.authorscopusid25653347000
dc.authorscopusid8694295000
dc.authorscopusid23500265800
dc.authorscopusid57216939375
dc.authorscopusid16837525200
dc.authorscopusid55651505200
dc.authorscopusid53864980100
dc.contributor.authorYaylaci, Serpil
dc.contributor.authorUlman, Yesim Isil
dc.contributor.authorVatansever, Kevser
dc.contributor.authorSenyurek, Gamze
dc.contributor.authorTurkmen, Suha
dc.contributor.authorAldinc, Hasan
dc.contributor.authorGun, Cem
dc.date.accessioned2023-01-12T20:04:39Z
dc.date.available2023-01-12T20:04:39Z
dc.date.issued2021
dc.departmentN/A/Departmenten_US
dc.description.abstractBackground Integration of clinical skills, ethical decision-making, and reflection skills have emerged as cornerstones of clinical teaching in medical schools. This study aimed to detect whether a multimodal learning environment approach consisting of lectures, a drill, post-drill video debriefing, and written reflection in an emergency medicine rotation boot camp improves interns' patient management skills, ethical decision-making, and reflection skills. Methods A multimodal learning environment was created by the collaboration of emergency medicine, ethics, and medical education specialists. Multiple educational techniques involving lectures, case discussions, and role-playing a crisis scenario were applied. Pre-test and post-test, debriefing on performances on video records, video-recorded performance assessment, and reflective essays about their own and group's performances were used to assess various aspects of the student performances. Additionally, a meeting was organized with the presence of the authors to create qualitative data obtained through the program evaluation meeting conducted on three themes: influences of teaching methods, students' performances, and common achievements and mistakes of students. Results 133 students participated. Post-test multiple-choice question (MCQ) test scores were slightly higher than pre-test. A low and medium correlation was detected among pre-test and post-test patient management problem (PMP) and reflection scores, which was more prominent for female students. Multiple linear regression showed that pre-test and post-test PMP scores significantly contributed to reflection scores. These results might support that better patient management predicts more robust reflective practice. Teachers observed that students appreciated being inspired by well-performing peers, particularly noting the empathic needs of patients, companions, and other health professionals. However, students overlooked summoning forensic or social services and were inhibited by the pressure of the contextual traits of the drill. Conclusion The multimodal learning environment created by multidisciplinary collaboration contributed to the improvement of components of situational awareness of the interns: patient management skills, ethical decision-making, and reflective practice. During this research, we created a toolbox better to capture the richness and diversity of student interactions. Considering the scarcity of context-specific assessment methods and widespread use of MCQs or generic scales for higher-order thinking skills in medicine, this study might be regarded as a step forward in that context.en_US
dc.identifier.doi10.1186/s12909-021-02970-8
dc.identifier.issn1472-6920
dc.identifier.issue1en_US
dc.identifier.pmid34686161en_US
dc.identifier.scopus2-s2.0-85117711247en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1186/s12909-021-02970-8
dc.identifier.urihttps://hdl.handle.net/11454/77812
dc.identifier.volume21en_US
dc.identifier.wosWOS:000710128400001en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherBmcen_US
dc.relation.ispartofBmc Medical Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectClinical decision-makingen_US
dc.subjectEmergency medicineen_US
dc.subjectEthical reasoningen_US
dc.subjectEthicsen_US
dc.subjectInternshipen_US
dc.subjectReflective practiceen_US
dc.subjectEducationen_US
dc.subjectJudgmenten_US
dc.subjectModelen_US
dc.titleIntegrating patient management, reflective practice, and ethical decision-making in an emergency medicine intern boot campen_US
dc.typeArticleen_US

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