Publication: Klinik eğitimde sanat atölyelerinin mezuniyet öncesi ve sonrası tıp öğrencilerinin duygu durumları üzerindeki etkileri
Abstract
Amaç: Klinik eğitimle entegre boylamsal anlatısal, bağlamsal, düşünümsel sanat atölyelerinin katılımcıların bireysel ve mesleki gelişimleri ve duygusal iyilik halleri üzerine etkilerinin değerlendirilmesi. Gereç ve Yöntem: Tasarım odaklı, anlatı desenli bu nitel çalışma, klinik dönem tıp öğrencileri ve uzmanlık öğrencilerinden 23 gönüllü ile yürütüldü. Nitel veriler, üçlü düşünüm yönteminin kullanıldığı grup anlatı/ düşünüm oturumları ve program sonunda gerçekleştirilen derinlemesine görüşmelerle toplandı. Üç aşamalı bağlamsal okuma ve analiz çerçevesi kullanılarak nitel verilerin tema analizleri yapıldı. Bulgular: Sanat atölyeleriyle katılımcılar 12 resim, 23 hikâye, 3 şiir ve 1 karikatür ortaya koydu. Nitel analizle toplamda 21 tema ve 48 yan tema belirlendi. Nitel analizlerle klinik bağlam kapsamında; insani, sosyokültürel açıdan duyarlı yaklaşım, hasta-hekim ve sağlık çalışanları etkileşimleri, klinik eğitim ortamı, duygusal, sosyokültürel ortam, sağlık sistemi, toplumsal, kültürel bağlam temaları öne çıktı. Bireysel ve mesleki gelişime ilişkin analiz bulguları, düşünümsel/ anlatısal oturumların ve sanat atölyelerinin anlatısal, düşünümsel ve duygusal yeterliklerde dönüştürücü ve geliştirici etkileri olduğunu gösterdi. Yine, uygulamanın öğrenenlerin hekimlik tavrı, profesyonel kimlik oluşumları ve duygusal iyilik halleri üzerine olumlu etkileri olduğu ortaya kondu. Sonuç: Bu bulgular, anlatısal, bağlamsal ve düşünümsel yaklaşımla klinikle entegre bir şekilde yürütülen boylamsal sanat eğitim etkinliklerinin, yaşanan klinik deneyim ve bağlamı üzerinde düşünme, bunları sanatsal ürünlere dönüştürme ve bu süreçte öğrenenlerin bireysel ve mesleki gelişimleri ile hekimlik kimliklerini oluşturma çerçevesinde tıp eğitimi programlarına ve sağlık bakım süreçlerine dahil edilmesinin yaşanan deneyimleri süreç ve sonuçlarıyla olumlu yönde dönüştürebileceğini gösterdi.
Objective: To evaluate the effects of a longitudinal narrative, contextual, reflective art workshops integrated with clinical training on participants' individual and professional development and emotional well-being. Materials and Methods: This design-oriented, narrative qualitative study was conducted with 23 volunteers from clinical term medical students and specialty students. Qualitative data were collected through group narrative/ reflection sessions using the triple reflection method and in-depth interviews at the end of the program. Thematic analyses of qualitative data were conducted using the three-stage contextual reading and analysis framework. Findings: Participants produced 12 paintings, 23 stories, 3 poems and 1 cartoon through art workshops. 21 themes and 48 sub-themes were determined in total through qualitative analysis. The themes of humane, socioculturally sensitive approach, patient-physician and healthcare professional interactions, clinical education environment, emotional, sociocultural environment, healthcare system, social and cultural context came to the forefront within the scope of the clinical context with contextual qualitative analysis. Analysis findings regarding individual and professional development showed that reflective/ narrative sessions and art workshops had transformative and developing effects on narrative, reflective and emotional competencies. Also, it was revealed that the intervention had positive effects on the learners' medical attitude, professional identity formation and emotional well-being. Results: These findings have shown that longitudinal art education activities carried out with a narrative, contextual and reflective approach in an integrated manner with the clinic might positively transform the lived experiences with their processes and results. Including them in medical education programs and in healthcare processes within the framework of thinking about the clinical experiences and their contexts as well as converting them into artistic products might develop learners individually and professionally and help them form their professional identities in this process. Conclusion: It was revealed that there is a need to enrich clinical education with reflective and artistic activities and courses.
Objective: To evaluate the effects of a longitudinal narrative, contextual, reflective art workshops integrated with clinical training on participants' individual and professional development and emotional well-being. Materials and Methods: This design-oriented, narrative qualitative study was conducted with 23 volunteers from clinical term medical students and specialty students. Qualitative data were collected through group narrative/ reflection sessions using the triple reflection method and in-depth interviews at the end of the program. Thematic analyses of qualitative data were conducted using the three-stage contextual reading and analysis framework. Findings: Participants produced 12 paintings, 23 stories, 3 poems and 1 cartoon through art workshops. 21 themes and 48 sub-themes were determined in total through qualitative analysis. The themes of humane, socioculturally sensitive approach, patient-physician and healthcare professional interactions, clinical education environment, emotional, sociocultural environment, healthcare system, social and cultural context came to the forefront within the scope of the clinical context with contextual qualitative analysis. Analysis findings regarding individual and professional development showed that reflective/ narrative sessions and art workshops had transformative and developing effects on narrative, reflective and emotional competencies. Also, it was revealed that the intervention had positive effects on the learners' medical attitude, professional identity formation and emotional well-being. Results: These findings have shown that longitudinal art education activities carried out with a narrative, contextual and reflective approach in an integrated manner with the clinic might positively transform the lived experiences with their processes and results. Including them in medical education programs and in healthcare processes within the framework of thinking about the clinical experiences and their contexts as well as converting them into artistic products might develop learners individually and professionally and help them form their professional identities in this process. Conclusion: It was revealed that there is a need to enrich clinical education with reflective and artistic activities and courses.