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dc.contributor.authorWalcher, Mary Elizabeth
dc.date.accessioned2012-02-01T18:42:17Z
dc.date.available2012-02-01T18:42:17Z
dc.date.issued2012-02-01
dc.date.submittedDecember 2011
dc.identifier.urihttp://hdl.handle.net/1928/17512
dc.description.abstractGiven the call for change in medical school curriculum towards a more humanistic approach, it remains clear that there is an urgent need to study the effects of personal development classes on medical students‘ skill level. Using participants from an ethical influence communications class, this study explored the impact of the use of reflection on personal awareness and professional competence skills in second and third year medical students. A total of 230 reflection papers from 46 medical students were analyzed using CAQDAS – computer assisted qualitative data analysis system-- with Atlas ti 6.2. Personal interviews (n=11) followed for clarification and verification of results. Analysis showed that reflection papers proved to be an effective way to measure changes in self-development levels as well as some of the dimensions of professional competence skills required for graduating medical students. Students reported an appreciation and a strong desire for increased classes on personal awareness as well as insight into the results on communication skills of a medical curriculum based on a strictly medical model. The reflection papers allowed some students to vi ―have a voice‖ in a system, they felt, where they were not heard. Many students reported an increased awareness of viewing the patient as individuals, vs. the ―uniform patient,‖ as a result of learning about themselves. Several students suggested a need for advanced communication classes to develop the skill level they felt they needed to deal with public expectations. Interestingly, all graduating students interviewed, who applied the content of the class to the final assignment of writing an application to a residency program, were admitted into their first program of choice. Findings from this study may provide suggestions on incorporating personal and self-development classes into a medical school curriculum. Using a case study approach, this qualitative exploratory study offers an example for future researchers on insights into the use of reflection and assessing learning in medical students, how medical students perceive their educational experience, and the benefits of incorporating personal awareness experiences for the individual student.en_US
dc.language.isoen_USen_US
dc.subjectTransformational learning, personal development, self-development, self-awareness, medical students, empathy, CAQDAS, reflectionen_US
dc.subject.lcshMedical students--Case Studies
dc.subject.lcshAwareness--Study and teaching (Higher)--Case studies
dc.subject.lcshReflection (Philosophy)--Case studies
dc.subject.lcshTransformative learning--Case studies
dc.subject.lcshQualitative research
dc.titleA Look in the Mirror: Self-development and transformational learning in medical studentsen_US
dc.typeDissertationen_US
dc.description.degreeOrganizational Learning and Instructional Technologyen_US
dc.description.levelDoctoralen_US
dc.description.departmentUniversity of New Mexico. Division of Educational Leadership and Organizational Learningen_US
dc.description.advisorBoverie, Patricia
dc.description.committee-memberSalisbury, Mark
dc.description.committee-memberNoll, Bruce
dc.description.committee-memberSchuetz, Janice


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