Abstract
The essays for the Ascona Balint Award give a deep impression of the students’ experiences, reflections and conclusions. And they show an insight into medical education in different countries. “Mr. Mikheil was not just another assignment for me anymore, not an interview I had to ‘get over with’, he was a patient, a person, a human, worthy of respect. […] He taught me that medicine is an interplay of Expertise, Ethics and Empathy and as we are only chasing the ‘Expertise’ in medical sciences, the ‘Ethics’ and ‘Empathy’ are just as valuable […]. As the interview ended, I promised myself that I would learn the theories in lectures, and I would learn the humanism by the bedside; and only by the integration of the two will I be a humane healer.” Jill Kar “All of the above made me realize that people have the right to life, but they also have the right to die. It may seem counterintuitive to our fundamental duty as physicians to preserve and protect life, and might raise ethical and moral issues, and yet, one has autonomy over one’s own life. There’s no doubt that the medical staff must offer the best patient care and do everything in their power to provide support and maintain hope, but the final decision is in the patient’s hands. It can be a patient with aggressive cancer who refuses chemotherapy, for instance, or a patient signing a DNR order. We need to discuss patients’ preferences and choices with them, make sure they understand all their meanings and consequences, and if they do, we have no choice but to respect their decision.” Keren Meir “I have come to appreciate that one of the joys of medical school is that it provides a rich experiential milieu in which to learn both the science and the art of medicine. […] It is often unscheduled, unexpected encounters that can lead to the greatest personal and professional growth; I can certainly attest that my relationship with Ereuti taught me far more than any formal teaching could. These moments can also be the most confronting and the most challenging. […] Empowering students to draw on their human skills, supporting them to make sense of and grow from pivotal experiences, and facilitating the development of their unique approaches to the student-patient relationship, along with the confidence to adapt those approaches to the needs of different patients, may be key features of effective medical training.” Thomas SwinburnWith contributions by Madison Booth, Grace Borchert, Pedro Thadeu Mertens Brainer de Queiroz Lima, Chaninda Desjuba, Sahar Effati, Felix Flechtner, Amin Hatami, Alexios Iakovidis, Jill Kar, Christian Krätzig, Keren Meir, Johanna Pahl, Valmir Nascimento Rastely Junior, Re’em Sadeh, Felix Simpson-Orlebar and Thomas Swinburn.
Schlagworte
medical education Balint groups Balintgruppen emotion empathy integrity respect treatment medical student Medizin- 7–8 Introduction 7–8
- 9–12 Foreword 9–12
- 83–92 Alfred 83–92
- 93–100 The girl’s secret 93–100
- 101–112 “This is not living” 101–112
- 113–116 “Light of Promise” 113–116
- 141–148 Mr. Only-Fifty-Five 141–148
- 159–166 Learning courage 159–166
12 Treffer gefunden
- „... conventional medical education I received, I had this159skill which enabled me to be more significantly ...” „... heart. This thought has followed me throughout my yearsin medical school, during the pre-clinical years ...” „... medical school in Israel, where interpersonal communica-tion and empathy are core values in the students ...”
- „... participated.Today the “Monte Verità” is a conference centre for advanced education,which is a part of the famous ...” „... practitioners, clinic doctors, university staff and medical stu-dents have met for International Seminars at the ...” „... en-rich medical training and consisted mainly of Balint work, a reflection on ...”
- „... up my medical education. Yet,I felt I could sort out all those feelings on my own. Soon, to not draw ...” „... hope medical education continues toimprove as it moves closer to a model of medicine based on patient ...” „... reminder of the depth behind every patient, and howbeautiful medical care can be as it provides people the ...”
- „... , or as a conduit for a careful curation of medical principles?In medical education models and ...” „... frequently used in medical education, is something I havepreviously struggled with. The focus on summative ...” „... medical options to treat his cancer.I remember being taken aback. I think I had been expecting to hear the ...”
- „... improvingscientific knowledge but also challenges us to invest in our emotional education.Future medical training ...” „... Mr. Only-Fifty-FiveJohanna Pahl1.In preparation for our first big exam, every medical student must ...” „... serve as a med-ical care helper in a hospital for three months. The idea of this volunteering workis to ...”
- „... of medical school, three or four weeksinto the 14-week internal medicine clerkship. It was our first ...” „... quick peek in the patients’medical records before drawing blood, in order to get some basic ...” „... . “I’mKeren, a medical student, and I came to draw bloodfrom you today. How are you feeling?” I asked, and set ...”
- „... “Light of Promise”Amin HatamiLet me start by providing an overview on the medical education and ...” „... hospital wards and clinics as a part of the medical team and their daily study.Based on the low ratio of ...” „... felt like I’d done my part as not only a member of the medical team butalso a human being reaching out ...”
- „... throughthe door window to gather my medical breadcrumbs, slowly donning my PPEand wondering what kind of ...” „... title ‘Calgary-Cambridge Model’ due to the medical school’s deep fond-ness of it, but if you ask me, I ...” „... the spectrum of ‘violence’. It was the momentmy medical student persona had somewhat dispelled – no ...”
- „... suited to speculate on the changes to medical edu-cation that might be suggested from the above sequence ...” „... GeneralMedical Council (UK public body that maintains the register for medical practi-tioners – serious or ...” „... current curricula of medical schoolsin the UK (or at least both at my and several other schools that I ...”
- „... medical everyday life. In order to counter these doubts, I onceagain repeated theoretically the basics of ...” „... different forms of therapy and thenumerous medical tasks did not make it easy for me to concentrate ...” „... and the morning circles and was otherwise busy with many otherusual tasks of a medical clerk, such as ...”
- „... this was allowed tohappen in hospital. His acute medical issues however were just background ...” „... hospital.Medical teamsoften do not attempt to suitably address their needs, and they are treated withcontempt ...” „... understanding into education and training, and placingmore funds into the research of novel treatment methods ...”
- „... A medical student and the worldbetween two epi/pandemicsValmir Nascimento Rastely JuniorIn this ...” „... entrance examination for the medical school I so longedfor […].My entry into medical school in 2015 was a ...” „... a first-year medical student,I knew that I did not have sufficient medical and technical knowledge ...”