(Self-)Reflexion and training of professional skills in the context of “being a doctor” in the future – a qualitative analysis of medical students' experience in LET ME ... keep you real!

Abstract

Objective: This paper seeks to assess how medical students can be trained in medical studies seminars to examine their own professional role as doctors. The university seminar was developed and conducted at the Technical University of Munich. In this context, the following questions will be addressed: How can we assess the contribution of a university seminar to a medical student’s own examination of being a doctor? And: What skills are developed in that foster medical students’ (self-)reflexion?Methods: The source data is statements made by medical students who took part in the seminar from 2016-2018. Student perspectives were analyzed after five focus group discussions with a total of 26 medical student participants and two individual interviews. Based on the interpretative paradigm and following the credo of a methodological exploration of medical students’ lifeworld, their specific learning experience as well as their ability for (self-)reflexion were mapped out. Results: The research questions guiding the assessment of the seminar can be answered as follows: From the students’ perspective, the (self-)reflexion triggered and organized by can be seen as rehearsing a meta-view. From the students’ standpoint, five skills can be identified that make this behavior possible: Situatively, these skills are often used in combination and challenge students on an intellectual, communicative and emotional level.Conclusion: The ability to (self-)reflect should be more strongly integrated in university medical training by providing appropriate support, especially since it presents students with specific challenges to (self-)reflexively approach their own future as doctors. The skills mapped out here can be used as orientation to develop seminars on professional (self-)reflexive identity development for medical students.

Keywords

• socialization
• social identification
• self concept
• self reflexion
• professional role
• medical humanities
• narrative medicine
• professional competence
• evaluating methods
• teaching methods