Learning About "Thoughtful" in a Technical Examination: Using Text Mining Analysis.

Area of Science:

• Medical Education
• Healthcare Simulation
• Qualitative Research

Background:

• Technical examinations are crucial for medical training.
• Understanding student perspectives during these assessments is vital for effective pedagogy.
• The concept of 'thoughtfulness' in student learning requires deeper exploration.

Purpose of the Study:

• To investigate the components of "thoughtfulness" acquired by students during technical examinations.
• To identify key perspectives students develop during simulated patient encounters.
• To analyze the influence of student roles and examination objectives on these perspectives.

Main Methods:

• Text mining analysis of post-examination reflection forms.
• Qualitative data analysis of student self-reported experiences.
• The study utilized reflection forms from students undergoing technical examinations.

Main Results:

• Four primary perspectives were identified: "patient," "safety," "comfort," and "shame."
• The "patient" and "shame" perspectives were significantly influenced by students embodying the patient role.
• "Safety" and "comfort" perspectives were primarily shaped by the defined objectives of the technical examination.

Conclusions:

• Student experiences in assuming patient roles directly impact their understanding of patient-centered care and potential negative emotions.
• Examination design and goals play a critical role in shaping students' focus on procedural aspects like safety and comfort.
• Integrating reflective practices in technical examinations enhances the development of holistic "thoughtfulness" in future healthcare professionals.