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. 2021 Apr 20:10:95.
doi: 10.15694/mep.2021.000095.1. eCollection 2021.

Video cases as tricksters, in medical students´ transition to psychiatric clerkship. A liminal perspective

Kamilla Pedersen  1 , Anne Mette Moercke  2 , Charlotte Paltved  3 , Ole Mors  4 , Charlotte Ringsted  5
Affiliations

Video cases as tricksters, in medical students´ transition to psychiatric clerkship. A liminal perspective

Kamilla Pedersen et al. MedEdPublish (2016). .

Abstract

This article was migrated. The article was marked as recommended.

Objective: This study introduced a lens of liminal theory, drawn from anthropological classical ritual theory, to explore how a preparatory teaching format using video casesinfluenced medical students' patient approaches in their subsequent psychiatric clerkship. The video cases portrayed simulated patient-doctor encounters in diagnostic interview situations and were hypothesized to function as a liminal trickster.

Methods: The study applied a qualitative explorative design using individual rich picture interviews. We asked the students to draw their experiences, which we investigated using a semi-structured interview guide designed to capture and unfold the students' perspectives. We explored how students navigated insights from the preparatory teaching in their clerkship using liminal theory concepts in a mixed inductive and deductive thematic analysis.

Results: The results from 8 rich picture interviews demonstrated that students' ability to navigate insight gained from the video cases in their clerkship varied according to their roles in the clinical diagnostic interview situations. Students having active roles in the diagnostic interview situation adopted a patient-centred focus demonstrating empathic engagement and self-reflexivity related to their learning experiences with the video cases. Students with passive roles described a focus on how to adopt an appropriate appearance and copied the behaviour of the simulated doctors in the video cases.

Conclusion: The liminal ritual theory perspective to explore the influence of preparatory teaching was useful for demonstrating how video cases could affect students' patient-centred learning. Without guidance and active roles in clerkship, medical students' learning experiences may lead to a prolonged liminal phase and may not capitalise on the potentially positive effects of the preparatory teaching. Liminal theory may further inform our understanding of students' learning considering patient cases in educational technology arrangements as tricksters.

Keywords: Clerkship; Educational Anthropology; Educational Technology; Liminality; Medical students; Patient-centred Learning; Professional Behavior; Psychiatry; Video Cases.

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Figures

Figure 1.
Figure 1.. Student illustration with hearts on small people figures as an allegory for a caring family
Figure 2.
Figure 2.. Student illustration with shadow around the patient as an allegory for the patients suffering
Figure 3.
Figure 3.. Student illustration of awareness of escape routes.
See this image and copyright information in PMC

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