富有同情心的他人:医学生叙事中难民患者的构建 - 使用故事完成的定性研究
Lena Bauer1, Andreas Wienke2, Amand Führer2
1Institute for Medical Epidemiology, Biometrics, and Informatics (IMEBI), Interdisciplinary Center for Health Sciences, Medical School of the Martin Luther University Halle-Wittenberg, Magdeburger Straße 8, 06112, Halle (Saale), Germany. lena.bauer@uk-halle.de.
BMC medical education
|June 27, 2024
概括
医学学生经常"其他"难民患者,将他们视为局外人. 虽然表现出同情心,但它却在不解决系统性问题的情况下延续了歧视,凸显了结构性能力培训的必要性.
科学领域:
- 医学教育 医学教育
- 卫生社会学 卫生社会学
- 定性研究方法 定性研究方法
背景情况:
- 难民面临边缘化和歧视,包括"他人".
- 这项研究探讨了医学学生如何以叙事方式构建难民患者,从而可能延续Othering.
研究的目的:
- 探索医学学生对难民患者的叙事构建.
- 分析这些叙述如何促进或挑战Othering的过程.
主要方法:
- 124名医学五年级学生完成了关于患者的虚构故事.
- 一个比较的方法使用了两个故事茎:一个与一个不具特征的患者,另一个与一个难民患者.
- 定性内容分析侧重于叙事策略和内容.
主要成果:
- 四个主题出现了:人物,医疗状况,获得护理和不合格的护理.
- 难民患者的叙述 (版本B) 根据移民历史进行了背景化.
- 他们注意到对不合格护理的同情和同情,但往往被难民身份所包围.
结论:
- 认为难民患者主要是难民,将他们构成"其他人".
- 学生的同情心虽然存在,但不足以拆除歧视性结构.
- 结构性能力培训对于解决和应对医疗环境中"他人"的延续至关重要.
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