Using video clips to teach reflection and professionalism to medical students in the preclinical stage
Creators: name: Soolmaz Zare
Publisher: name: F1000 Research Limited
Year: 2024

description: Imagine a medical student navigating through a difficult ethical scenario with a patient. How do they react? What do they feel? Are they equipped to reflect on their actions and understand the deeper implications of professionalism in that moment?<br>
In these slides I share with you an effective approach we implemented at Shiraz University of Medical Sciences to enhance these critical skills in our future doctors. By using video clips depicting real-world medical scenarios, we were able to engage our students in a way traditional lectures often fail to do. This approach not only encouraged introspection and cooperative learning but also significantly improved their understanding and application of professionalism and reflective practice.<br>
Lets explore how this dynamic method helped fostering a deeper, more practical understanding of what it means to be a healthcare professional.<br>
<b>Method:</b><br>
"In the past, at our university, the topics of professionalism in medicine and reflection were taught separately through lectures as part of the 'Physicianship' course. However, the evaluation results indicated that these sessions were not effective. In November 2021, a panel of six experts in medical education, professionalism, and curriculum development was formed to design a new course. The two sessions on professionalism and reflection were integrated into one. The course content included 11 video clips related to various topics in professionalism were selected and reflection forms were also designed."<br>
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At first Participants were informed of study objectives and their consent to participate in the study were obtained, and a pre-test on professionalism and reflection principles was conducted. Subsequently, the 11 pertinent instructional clips were sequentially presented to the students. After showing each video clip, they were asked to critique and analyze it and completing individual reflection form . After showing all eleven cases, the completed forms were collected.<br>
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Then, the students were divided into groups of six to seven members and watched the videos again, followed by group discussions. The group discussions were recorded and analyzed using qualitative content analysis. The students were also asked whether the group discussions were helpful for them."<br>
A post-test was administered at the end of the lesson. The quantitative data was analyzed using SPSS software version 24, with a statistical significance level of P&lt;0.05.The qualitative data was analyzed using conventional content analysis.<br>
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<b>Results:</b><br>
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The average scores of the participants' knowledge in the post-test were substantially greater than those in the pre-test (P = 0.044, t = -2.064). The participants' reflection questionnaires and classroom conversations were subjected to qualitative analysis, which revealed their contentment with this approach and deeper understanding of the professionalism and reflection.<br>
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After analyzing reflection forms of medical students on professionalism using qualitative content analysis, we identified several main themes and sub-themes. These themes reflected students' perceptions, attitudes, and experiences related to professionalism. This categorization helps to identify common patterns, draw insights into students' understanding of professionalism, and suggested areas for curriculum improvement.<br>
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Additionally, analyzing students' reflections provided valuable feedback on the effectiveness of teaching methods and highlighted areas where students needed education further guidance or support.<br>
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Analyzing the group discussions showed that it provided a more dynamic and interactive understanding of professionalism that captures the complexity of medical practice in a social context. In contrast, individual reflections provided more personal and introspective insights into each student's development and understanding of professional values. Together, both methods offered complementary perspectives on the learning outcomes.<br>
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<b>Discussion and conclusion :</b><br>
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The study highlights the use of video clips as an educational tool for teaching reflection and professionalism to medical students in the preclinical stage. This innovative approach allows students to analyze real-world scenarios, critically assess their actions, and engage in meaningful discussions with their classmates. The integration of captivating videos and scenarios, guided reflection, and debates fosters essential qualities and competencies in aspiring healthcare professionals, enhancing patient-centered care and preparing them for clinical practice.<br>
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The use of video clips in teaching medical students about reflection and professionalism is highly beneficial.