Abstract
This article was migrated. The article was not marked as recommended. Background: Our model of wisdom-related competence distinguishes wisdom-relevant and wisdom-specific knowledge and attitudes (13 dimensions in total) as a basis for constructive action in complex social contexts such as professional therapeutic situations. Purpose: Based on this model reflecting modern challenges of medical education, we aimed at assessing medical students' wisdom-related competence in general and as a function of scenario content, age and study progress. Methods: We conducted scenario-based interviews with a sample of 15 medical students. All participants were faced with same four scenarios reflecting complex situations. Then, we performed a content analysis on the interview transcripts using a specific coding manual. Results: Findings indicate a low level of wisdom-related competence in the analysed sample; participants' mean total score was M = 156.47 (SD = 61.50) of 364 possible points. Corresponding to previous findings of psychological wisdom research, only few participants reached high scores. The students scored higher in wisdom-relevant dimensions than in wisdom-specific dimensions and higher in knowledge than in attitude dimensions. Conclusions: Regarding these results and the fact that wisdom-related knowledge and attitudes facilitate wise decisions and wise action in complex medical contexts, the curriculum of medical education should more largely integrate wisdom-related goals and learning opportunities.
Highlights
Challenges of modern medical educationMedical training has shifted towards a more holistic, patient-centred approach: besides classical theoretical education conveying medical basic knowledge and basic skills, modern medical training aims at developing medical students’ practical skills in doctor-patient interaction as well as in dealing with different points of view, in handling of different interests, in application of interdisciplinary approaches and interdisciplinary cooperation (Bleakley, Bligh & Browne, 2011; Federal Ministry of Health, 2002)
Empirical findings indicating that patient-centeredness in the doctor-patient interaction is beneficial both on an individual and on an institutional level support this change in medical education
Medical students tend towards a paternalistic, doctor-centred, i.e. monoperspective view of the doctorpatient relationship in the course of their studies (Haidet et al, 2002)
Summary
Challenges of modern medical educationMedical training has shifted towards a more holistic, patient-centred approach: besides classical theoretical education conveying medical basic knowledge and basic skills (e.g. in physiology, diagnostics and therapy), modern medical training aims at developing medical students’ practical skills in doctor-patient interaction as well as in dealing with different points of view (patients, doctors, relatives), in handling of different interests (medical, economical, ethical), in application of interdisciplinary approaches and interdisciplinary cooperation (Bleakley, Bligh & Browne, 2011; Federal Ministry of Health, 2002). Empirical findings indicating that patient-centeredness in the doctor-patient interaction is beneficial both on an individual and on an institutional level support this change in medical education It increases contentedness of patient and doctor and the patient’s well-being. Between a fifth and a quarter of the surveyed alumni stated that they felt poorly or even very poorly prepared for the job as a doctor by their university studies (Federkeil, 2004; Jungbauer, Kamenik, Alfermann & Brähler, 2004) This concerns theoretical knowledge as well as practical skills like dealing with patients and independent decision making on diagnosis and therapy (Fischer et al, 2007). Our model of wisdom-related competence distinguishes wisdom-relevant and wisdom-specific knowledge and attitudes (13 dimensions in total) as a basis for constructive action in complex social contexts such as professional therapeutic situations.
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