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Students’ Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video: A Qualitative Study

  • Empirical Report
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Abstract

Objectives

The aim of this study was to explore medical students’ learning experiences from the didactic teaching formats using either text-based patient cases or video-based patient cases with similar content. The authors explored how the two different patient case formats influenced students’ perceptions of psychiatric patients and students’ reflections on meeting and communicating with psychiatric patients.

Methods

The authors conducted group interviews with 30 medical students who volunteered to participate in interviews and applied inductive thematic content analysis to the transcribed interviews.

Results

Students taught with text-based patient cases emphasized excitement and drama towards the personal clinical narratives presented by the teachers during the course, but never referred to the patient cases. Authority and boundary setting were regarded as important in managing patients. Students taught with video-based patient cases, in contrast, often referred to the patient cases when highlighting new insights, including the importance of patient perspectives when communicating with patients.

Conclusion

The format of patient cases included in teaching may have a substantial impact on students’ patient-centeredness. Video-based patient cases are probably more effective than text-based patient cases in fostering patient-centered perspectives in medical students. Teachers sharing stories from their own clinical experiences stimulates both engagement and excitement, but may also provoke unintended stigma and influence an authoritative approach in medical students towards managing patients in clinical psychiatry.

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Funding Sources

This study was in part funded by Aarhus University, the Central Region Denmark and the Advisory Group for Postgraduate Medical Education North, and the Danish Medical Students’ Employment Agency West.

Author information

Authors and Affiliations

  1. Aarhus University, Aarhus, Denmark

    Kamilla Pedersen, Charlotte Paltved & Charlotte Ringsted

  2. Corporate HR, MidtSim, Central Denmark Region, Aarhus, Denmark

    Kamilla Pedersen, Martin Holdgaard Moeller & Charlotte Paltved

  3. Aarhus University Hospital, Risskov, Denmark

    Ole Mors

  4. Copenhagen Academy for Medical Education and Simulation at Rigshospitalet, Capital Region of Denmark, Copenhagen, Denmark

    Anne Mette Morcke

Authors
  1. Kamilla Pedersen
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  2. Martin Holdgaard Moeller
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  3. Charlotte Paltved
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  4. Ole Mors
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  5. Charlotte Ringsted
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  6. Anne Mette Morcke
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Corresponding author

Correspondence to Kamilla Pedersen.

Ethics declarations

The National Research Ethics Committee of our country has exempted all studies of this type (interviews) from review. Students volunteered to participate in the group interviews and were informed of the intention of the study and how the data from the interviews would be anonymized. The students signed a written consent form with the option to withdraw from the study at any time. The collected data were stored and anonymized in accordance with the guidelines from the Danish Data Protection Agency.

Disclosures

On behalf of all authors, the corresponding author states that there is no conflict of interest.

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Pedersen, K., Moeller, M.H., Paltved, C. et al. Students’ Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video: A Qualitative Study. Acad Psychiatry 42, 622–629 (2018). https://doi.org/10.1007/s40596-017-0814-1

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  • DOI: https://doi.org/10.1007/s40596-017-0814-1

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