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"It's just a clash of cultures"

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"It's just a clash of cultures" : Emotional talk within medical students' narratives of professionalism dilemmas. / Monrouxe, Lynn V.; Rees, Charlotte E.

In: Advances in Health Sciences Education, Vol. 17, No. 5, 12.2012, p. 671-701.

Research output: Contribution to journalArticle

Harvard

Monrouxe, LV & Rees, CE 2012, '"It's just a clash of cultures": Emotional talk within medical students' narratives of professionalism dilemmas' Advances in Health Sciences Education, vol 17, no. 5, pp. 671-701.

APA

Monrouxe, L. V., & Rees, C. E. (2012). "It's just a clash of cultures": Emotional talk within medical students' narratives of professionalism dilemmas. Advances in Health Sciences Education, 17(5), 671-701doi: 10.1007/s10459-011-9342-z

Vancouver

Monrouxe LV, Rees CE. "It's just a clash of cultures": Emotional talk within medical students' narratives of professionalism dilemmas. Advances in Health Sciences Education. 2012 Dec;17(5):671-701.

Author

Monrouxe, Lynn V.; Rees, Charlotte E. / "It's just a clash of cultures" : Emotional talk within medical students' narratives of professionalism dilemmas.

In: Advances in Health Sciences Education, Vol. 17, No. 5, 12.2012, p. 671-701.

Research output: Contribution to journalArticle

Bibtex - Download

@article{02c8d8b8d5c147f9a037a2c20fcfb80e,
title = "{"}It's just a clash of cultures{"}",
author = "Monrouxe, {Lynn V.} and Rees, {Charlotte E.}",
year = "2012",
volume = "17",
number = "5",
pages = "671--701",
journal = "Advances in Health Sciences Education",
issn = "1382-4996",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - "It's just a clash of cultures"

T2 - Emotional talk within medical students' narratives of professionalism dilemmas

A1 - Monrouxe,Lynn V.

A1 - Rees,Charlotte E.

AU - Monrouxe,Lynn V.

AU - Rees,Charlotte E.

PY - 2012/12

Y1 - 2012/12

N2 - Recent investigations into the UK National Health Service revealed doctors' failures to act with compassion and professionalism towards patients. The British media asked questions about what happens to students during their learning that influences such behaviour as doctors. We listened to 200 medical students' narratives of professionalism dilemmas during workplace learning (n = 833) to understand the range of dilemmas experienced and emotional reactions to them. 32 group and 22 individual interviews were held across three medical schools (England, Wales, Australia). Data were analysed thematically (Framework Analysis), for negative emotional content (Linguistic Inquiry and Word Count) and a narrative analysis of one exemplar narrative was also conducted. While a wider range of professionalism dilemmas than previously identified were found, most were classified to five main sub-themes. Within these sub-themes, clinical students' narratives contained more negative emotion words than pre-clinical students' narratives (p = 0. 046, r = -0.36). Narratives of 'patient safety and dignity breaches by students' contained fewer anger words (p = 0.003, r = -0.51), 'patient safety and dignity breaches by healthcare professionals' contained more anger words (p = 0.042, r = -0.37), 'identity' narratives contained fewer anxiety words (p = 0.034, r = 0.38), and 'abuse' narratives contained more sadness words (p = 0.013, r = -0.47). The narrative analysis revealed a complex interplay between identities, attribution of blame, narrated emotions and emotional residue. Analysing emotional talk within narratives suggests that medical students sometimes struggle with contradictory formal and informal learning experiences around professionalism arising from a cultural clash. We provide educational recommendations to facilitate students' coping with their emotional reactions to professionalism dilemmas and to facilitate cultural change. © 2011 Springer Science+Business Media B.V.

AB - Recent investigations into the UK National Health Service revealed doctors' failures to act with compassion and professionalism towards patients. The British media asked questions about what happens to students during their learning that influences such behaviour as doctors. We listened to 200 medical students' narratives of professionalism dilemmas during workplace learning (n = 833) to understand the range of dilemmas experienced and emotional reactions to them. 32 group and 22 individual interviews were held across three medical schools (England, Wales, Australia). Data were analysed thematically (Framework Analysis), for negative emotional content (Linguistic Inquiry and Word Count) and a narrative analysis of one exemplar narrative was also conducted. While a wider range of professionalism dilemmas than previously identified were found, most were classified to five main sub-themes. Within these sub-themes, clinical students' narratives contained more negative emotion words than pre-clinical students' narratives (p = 0. 046, r = -0.36). Narratives of 'patient safety and dignity breaches by students' contained fewer anger words (p = 0.003, r = -0.51), 'patient safety and dignity breaches by healthcare professionals' contained more anger words (p = 0.042, r = -0.37), 'identity' narratives contained fewer anxiety words (p = 0.034, r = 0.38), and 'abuse' narratives contained more sadness words (p = 0.013, r = -0.47). The narrative analysis revealed a complex interplay between identities, attribution of blame, narrated emotions and emotional residue. Analysing emotional talk within narratives suggests that medical students sometimes struggle with contradictory formal and informal learning experiences around professionalism arising from a cultural clash. We provide educational recommendations to facilitate students' coping with their emotional reactions to professionalism dilemmas and to facilitate cultural change. © 2011 Springer Science+Business Media B.V.

UR - http://www.scopus.com/inward/record.url?partnerID=yv4JPVwI&eid=2-s2.0-84868693627&md5=f66d1d67deccb6c34f634d353a4afb4c

U2 - 10.1007/s10459-011-9342-z

DO - 10.1007/s10459-011-9342-z

M1 - Article

JO - Advances in Health Sciences Education

JF - Advances in Health Sciences Education

SN - 1382-4996

IS - 5

VL - 17

SP - 671

EP - 701

ER -

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