The stigmatization of the chronically ill and elderly are attributed to a lack of understanding resulting from medical students’ inexperience with the effects social environment has on the lifestyle of the chronically ill (Mullen et al., 2010). In attempt to resolve this stigma, the ‘Life History Project’ was designed to enlighten medical students to the hardships of living with a chronic disease and in so doing making them more positively inclined towards the chronically ill (Mullen et al., 2010). The Life History Project (LHP) consisted of two semi-formal interviews with chronically ill patients and their carers by first-year medical students. Moreover, due to Glaswegians’ overwhelming amount of poverty, majority of candidates were economically
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Prior to interviewing, students were introduced to qualitative social research, this included role-play interviewing between students. Afterwards, students received a survey which involved the Likert scale which measures how much an individual agrees or disagrees with a statement and received open-ended questions; which were reviewed and interpreted with an assigned team. Mullen et. al. (2010) established the method of utilizing the LHP medical students’ perception of medical research became multidimensional – they understood the significance of environmental and social factors and the impact illness had on the lifestyle of the patient and enriched students’ appreciation of the genuineness of the experience and the opportunity to practice their communication skills in a realistic environment. However, the sentiment students provided encompassed the intrusive and impersonal side of interviewing; with many deeming the short-lived interviews as discourteous and suggesting a greater amount of interviews be conducted with more chronically ill individuals and access to their clinical records to develop a comprehensive understanding (Mullen et al., 2010). Results from Mullen et. …show more content…
al.(2015) invited medical students to narrative workshops to employ their creative ability and literary techniques to identify with chronically ill patients. Similar to Mullen et. al.(2010), McDonald et al.(2015) intended to formulate empathy via alternate methodology involving clinical realism; clinical realism describes a reality which disallows the denial of harsh, undesirable characteristics. Students displayed transitional progress from relying upon textbooks for medical accuracy to adopting a medical humanity approach to the disease and gradually, through the evolution of their characters, students reflected upon previous patients with new views encompassing the struggles of personal relationships and daily interactions (McDonald et. al., 2015). Dissimilar from the Mullen et. al.(2010) study, statistical results were undetermined as a small sample was used, nevertheless potential for clinical realism assisting empathetic connections was concluded (McDonald et. al.,
Prior to interviewing, students were introduced to qualitative social research, this included role-play interviewing between students. Afterwards, students received a survey which involved the Likert scale which measures how much an individual agrees or disagrees with a statement and received open-ended questions; which were reviewed and interpreted with an assigned team. Mullen et. al. (2010) established the method of utilizing the LHP medical students’ perception of medical research became multidimensional – they understood the significance of environmental and social factors and the impact illness had on the lifestyle of the patient and enriched students’ appreciation of the genuineness of the experience and the opportunity to practice their communication skills in a realistic environment. However, the sentiment students provided encompassed the intrusive and impersonal side of interviewing; with many deeming the short-lived interviews as discourteous and suggesting a greater amount of interviews be conducted with more chronically ill individuals and access to their clinical records to develop a comprehensive understanding (Mullen et al., 2010). Results from Mullen et. …show more content…
al.(2015) invited medical students to narrative workshops to employ their creative ability and literary techniques to identify with chronically ill patients. Similar to Mullen et. al.(2010), McDonald et al.(2015) intended to formulate empathy via alternate methodology involving clinical realism; clinical realism describes a reality which disallows the denial of harsh, undesirable characteristics. Students displayed transitional progress from relying upon textbooks for medical accuracy to adopting a medical humanity approach to the disease and gradually, through the evolution of their characters, students reflected upon previous patients with new views encompassing the struggles of personal relationships and daily interactions (McDonald et. al., 2015). Dissimilar from the Mullen et. al.(2010) study, statistical results were undetermined as a small sample was used, nevertheless potential for clinical realism assisting empathetic connections was concluded (McDonald et. al.,