Reflecting with Compassion on Student Feedback
Social Sciences in Medicine
DOI:
https://doi.org/10.14297/jpaap.v6i3.374Keywords:
Student feedback, social science, medical education, health professional education, compassionate pedagogyAbstract
This reflective piece of writing explores the experience of gaining medical student feedback that is negative in the context of teaching social sciences in a medical school. There are a number of different ways in which an educator can explore negative feedback and respond. Some ways may be less helpful than others even though they reflect prevailing dominant thinking within higher education and how students are perceived.
Compassionate pedagogy provides an avenue for allowance of challenging feedback and situations, as well as an unpacking of assumptions made about teaching and medical students, in a way that is respectful of the teacher, student and ultimately the patient. Since the way students are treated can be seen as an exemplar for how they will then go on to view and treat the patient, the compassion gap within universities (that train health professionals to then work with patients) is astonishing as noted by Waddington (2016).
Drawing on theory from the social sciences as well as medical humanities, this paper uses reflective practice (Foley, 2002), critical pedagogy (Freire, 2000) as well as intelligent kindness (Ballett & Campling, 2011) to analyse a student feedback experience within medical education and asks the question of how can compassion be integrated in a biomedical field where the emphasis is on science, with all the implications that has for the learner? This question centres on the relative valuing of objective facts over subjectivity of experience.
Using compassionate pedagogy, some suggestions or, food for thought, are made on how to re-interpret negative student feedback that negotiates the tricky area between social science and medicine, whilst not negating either.
References
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doi: https://doi.org/10.1097/ACM.0000000000001426
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doi: https://doi.org/10.1016/j.mhp.2015.12.003
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doi: https://doi.org/10.1007/978-3-319-57783-8_1
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doi: https://doi.org/10.4324/9781315564296
Gilbert, P., & J. Mascaro (2017). Compassion Fears, Blocks and Resistances: An Evolutionary Investigation. In E. Seppala, E. Simon-Thomas, S. L. Brown, M. C. Worline, C. D. Cameron & J. R. Doty (Eds.) The Oxford handbook of Compassion Science (pp. 399-418). New York: Oxford University Press.
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doi: https://doi.org/10.1136/jech.55.5.296
Hafferty, F. W., & B. Castellini, (2009). The hidden curriculum: a theory of medical education. In C. Brosnan & B. S. Turner (Eds.), Handbook of the Sociology of Medical Education (pp. 15-35). London: Routledge.
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doi; https://doi.org/10.1080/0142159X.2018.1505038
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doi: https://doi.org/10.1097/PRS.0b013e318287a0b3
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doi: https://doi.org/10.4065/mcp.2011.0444
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doi: https://doi.org/10.1097/ACM.0000000000001425
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doi: https://doi.org/10.4324/9780203451311
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doi: https://doi.org/10.1136/jech.54.11.802
Maginnis, C. (2018). A discussion of professional identity development in nursing students. Journal of Perspectives in Applied Academic Practice, 6(1), 91-97.
doi: https://doi.org/10.14297/jpaap.v6i1.302
Martin, A. J., Beska, B. J., Wood, G., Wyatt, N., Codd, A., Vance, G., & Burford, B. (2018). Widening interest, widening participation: factors influencing school students’ aspirations to study medicine. BMC Medical Education, 18:117.
doi: https://doi.org/10.1186/s12909-018-1221-3
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doi: https://doi.org/10.1023/A:1011877322262
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doi: https://doi.org/10.1007/978-90-481-9692-0
Bleakely, A. (2017). The Perils and Rewards of critical consciousness raising in Medical Education. Academic Medicine, 37(7), 289-291.
doi: https://doi.org/10.1097/ACM.0000000000001426
Bohm, D. (2002). Wholeness and the implicate order. London: Routledge.
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Brookfield, S. (1995). The getting of wisdom: what critically reflective teaching is and why it’s important. Becoming a critically reflective teacher. Jossey Bass: San Francisco.
Bugaj, T. J., Cranz, A., Junne, F., Erschens, R., Herzog, W., & Nikendei, C. (2016). Psychosocial burden in medical students and specific prevention strategies. Mental Health & Prevention, 4, 24-30.
doi: https://doi.org/10.1016/j.mhp.2015.12.003
Butler J. (1993). Bodies that matter. New York: Routledge.
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doi: https://doi.org/10.1177/0957154X18782750
Clark, D. O., Frankel, R. M., Morgan, D. L., Ricketts, G., Bair, M. J., Nyland, K. A., & Callahan, C. M. (2008). The meaning and significance of self-management among socioeconomically vulnerable older adults. Journal of Gerontology, 63B(5), S312- S319.
doi: https://doi.org/10.1093/geronb/63.5.S312
Cleland, J. A., Nicholson, S., Kelly, N., & Moffat, M. (2015). Taking context seriously: explaining widening access policy enactments in UK medical schools. Medical Education, 49(1), 25-35.
doi: https://doi.org/10.1111/medu.12502
Coombes, R. (2018). Medical Students need better mental health support from universities, says BMA. BMJ, 361. bmj/361/bmj.k2828.full.pdf
doi: https://doi.org/10.1136/bmj.k2828
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doi: https://doi.org/10.2190/YU77-T7B1-EN9X-G0PN
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Elmore R. F., Forman, M. L., Stosich, E. L., & Bocala, C. (2014). The internal coherence assessment protocol & developmental framework: building the organizational capacity for instructional improvement in schools. Strategic Education Research Partnership. www.serpinstitute.org
Epstein, R. (2017). Attending: Medicine, mindfulness, and humanity. New York: Scribner.
Erschens, R., Herrmann-Werner, A., Bugaj, T. J., Nikendei, C., Zipfel, S., & Junne, F. (2016). Methodological aspects of international research on the burden of anxiety and depression in medical students. Mental Health & Prevention, 4, 31-35.
doi: https://doi.org/10.1016/j.mhp.2016.01.003
Foley, D. E. (2002). Critical ethnography: the reflexive turn. Qualitative Studies in Education, 15(5), 469- 490.
doi: https://doi.org/10.1080/09518390210145534
Foucault, M. (1973). The Birth of the Clinic – An Archeology of Medical Perception. New York: Vintage Books.
Freire, P. (2000). Pedagogy of the Oppressed. 30th Anniversary Edition. New York: The Continuum International Publishing Group Ltd.
Fricker, M. (2009). Epistemic Injustice: Power and the ethics of knowing. Oxford: Oxford University Press.
General Medical Council (GMC). 2018. Outcomes for Graduates. www.gmc-uk.org.
Gibbs, P.(2017) Higher Education: A compassion business or edifying experience? In P. Gibbs (Ed.), The Pedagogy of Compassion at the Heart of Higher Education (pp1-16). London: Springer.
doi: https://doi.org/10.1007/978-3-319-57783-8_1
Gilbert, P. (2017). Compassion: definition and controversies. In P. Gilbert (Ed.), Compassion: Concepts, Research and Applications (pp. 3-15). London: Routledge.
doi: https://doi.org/10.4324/9781315564296
Gilbert, P., & J. Mascaro (2017). Compassion Fears, Blocks and Resistances: An Evolutionary Investigation. In E. Seppala, E. Simon-Thomas, S. L. Brown, M. C. Worline, C. D. Cameron & J. R. Doty (Eds.) The Oxford handbook of Compassion Science (pp. 399-418). New York: Oxford University Press.
Gotzsche, P. C. (2013). Deadly medicines and organized crime: How big pharma has corrupted healthcare. London: Radcliffe Publishing.
Hawton, K., Clements, A., Sakarovitch, C., Simkin, S., & Deeks, J. J. (2001). Suicide in doctors: a study of risk according to gender, seniority and specialty in medical practitioners in England and Wales, 1979 – 1995. J Epidemiology Community health, 55, 296-300.
doi: https://doi.org/10.1136/jech.55.5.296
Hafferty, F. W., & B. Castellini, (2009). The hidden curriculum: a theory of medical education. In C. Brosnan & B. S. Turner (Eds.), Handbook of the Sociology of Medical Education (pp. 15-35). London: Routledge.
Health Foundation. (2016). Supporting self-management: A guide to enabling behaviour change for health and wellbeing using person- and communitycentred approaches. https://www.health.org.uk/sites/health/files/RtVSupportingSelfManagement.pdf
Kendall, K., Collett, T., de Longh A., Forrest S., Kelly, M. (2018). Teaching sociology to undergraduate medical students. Medical Teacher. https://doi.org/10.1080/0142159X.2018.1505038
doi; https://doi.org/10.1080/0142159X.2018.1505038
Kotsis, S. V., Chung, K. C. (2013). Application of See One, Do One, Teach One Concept in Surgical Training. Plastic Reconstructive Surgery, 131(5), 1194–1201.
doi: https://doi.org/10.1097/PRS.0b013e318287a0b3
Kottke, T. E. (2011). Medicine is a social science in its very bone and marrow. Mayo Clinic Proceedings, 86(10), 930-932.
doi: https://doi.org/10.4065/mcp.2011.0444
Kristeva, J., Moro, M. R., Odemark, J., Engebretsen E. (2017). Cultural crossings of care: an appeal to the medical humanities. BMJ Medical Humanities, 0, 1-4.
Kumagai, A. K., Jackson, B., & Razak, S. (2017). Cutting close to the bone: student trauma, free speech, and institutional responsibility in Medical Education. Academic Medicine, 93(3), 318-323.
doi: https://doi.org/10.1097/ACM.0000000000001425
Lather, P. (1991). Getting Smart – Feminist Research and Pedagogy with/in the Postmodern. New York: Routledge, Chapman and Hall.
doi: https://doi.org/10.4324/9780203451311
Lempp, H. (2009). Medical school culture. In C. Brosnan & B. S. Turner (Eds.), Handbook of the Sociology of Medical Education (pp.71-88). London: Routledge.
Lowe, W. A., Adams, J., Ballinger, C., Armstrong, R., Lueddeke, J., Protheroe, J., McAffery, K., Nutbeam, D., & Russell, C. (2014). Patients’ and health professionals’ views, preferences and experiences of lower levels of literacy and musculoskeletal patient education: a qualitative analysis. Arthritis Research UK.
Lowe, W. A. (2010). Health and ‘I’: an analysis of curricular phenomena in education of health professionals through the focus of critical pedagogy. Unpublished Thesis. School of Education, Murdoch University, Western Australia.
Mars, S. G. (2010). The Politics of Addiction: Medical Conflict & Drug Dependence in England since the 1960s. Science, Technology & Medicine in Modern History. California: AIAA.
Moro, M. R. (2018). Keynote Lecture: Transcultural issues for children and parents in a changing world. Cultural Crossings of Care: an appeal to the medical humanities. Institute of Health & Society, Faculty of Medicine, University of Oslo, Norway. 27th October 2018.
MacIntyre, S., & Petticrew, M. (2000). Good intentions and received wisdom are not enough. J Epidemiol Community Health, 54, 802-803.
doi: https://doi.org/10.1136/jech.54.11.802
Maginnis, C. (2018). A discussion of professional identity development in nursing students. Journal of Perspectives in Applied Academic Practice, 6(1), 91-97.
doi: https://doi.org/10.14297/jpaap.v6i1.302
Martin, A. J., Beska, B. J., Wood, G., Wyatt, N., Codd, A., Vance, G., & Burford, B. (2018). Widening interest, widening participation: factors influencing school students’ aspirations to study medicine. BMC Medical Education, 18:117.
doi: https://doi.org/10.1186/s12909-018-1221-3
Miller, M. N., Mcgowan, R., Quillen, J. H. (2000). The painful truth: Physicians are not invincible. South Med Journal, 93(10).
National Collaborating Centre for Determinants of Health. (2014). Let’s talk: Moving upstream. Antigonish, NS: National Collaborating Centre for Determinants of Health, St. Francis Xavier University.
O’Mahony, S. (2016). The way we die now. London: Head of Zeus.
Palmer, P. (2017). The Courage to Teach. Exploring the inner landscape of a teacher’s life. San Francisco: John Wiley & Sons.
Paradis E. (2018). https://twitter.com/ep_qc/status/1011690403739914240 26th June; 12:19pm @ep_qc
Paul IA. (2018). https://twitter.com/Dr_Dymphna/status/1011700084575219713 26th June; 12:57 @Dr_Dymphna
Petersen, A., & Lupton, D. (2000). The New Public Health – Health and Self in the Age of Risk. London: Sage Publications.
Piff, P. K., & Moskowitz, J. P. (2017). The Class-Compassion Gap: How Socioeconomic Factors Influence Compassion. In E. Seppala, E. Simon-Thomas, S. L. Brown, M. C. Worline, C. D. Cameron & J. R. Doty (Eds.) The Oxford handbook of Compassion Science (pp. 317-330). New York: Oxford University Press.
Reeves, E. (2015). A synthesis of the literature on Trauma Informed Care. Issues in Mental Health Nursing, 36(9), 698-709.
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2018-09-25
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