Transformation Through Reflection: the Humanities in Silent Mentor Surgery Skills Program

10.6145/jme.201906_23(2).0001

Ming-Chen Hsieh；Tsung-Ying Chen

simulation ； silent mentor ； surgical skills

Journal of Medical Education

23卷2期（2019 / 06 / 01）

133 - 136

英文

Teaching humanistic values is a critical part of medical education and t continuous professional development for physicians. Medical students, physicians, and patients can all benefit from learning humane values in the medical field. Combined with silent mentor surgery, a model for teaching humane values and surgical skills together should be created such that they complement each other, in order to enhance the core humane values of the medical profession. This article reviews the functional roles of the Silent Mentor Program in medical education and the potential changes it faces.

1. Brydges, R.(2015).Linking simulation-based educational assessments and patient-related outcomes: a systematic review and meta-analysis.Academic Medicine,90,246-256.
2. Burgess, A.(2018).Implementation of modified teambased learning within a problem based learning medical curriculum: a focus group study.BMC Med Educ,18,74.
3. Cates, C. U.,Lönn, L.,Gallagher, A. G.(2016).Prospective, randomised and blinded comparison of proficiency-based progression full-physics virtual reality simulator training versus invasive vascular experience for learning carotid artery angiography by very experienced operators.BMJ Simulation and Technology Enhanced Learning,2,1-5.
4. Chrysikou, E. G.,Casasanto, D.,Thompson-Schill, S. L.(2017).Motor experience influences object knowledge.Journal of experimental psychology: general,146,395.
5. Cruess, R. L.(2015).A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators.Academic Medicine,90,718-725.
6. Doja, A.(2016).The hidden and informal curriculum across the continuum of training: a cross-sectional qualitative study.Med Teach,38,410-418.
7. Fingeret, A. L.(2016).Watch what happens: using a web-based multimedia platform to enhance intraoperative learning and development of clinical reasoning.The American Journal of Surgery,211,384-389.
8. Greene, J. A.(2016).Do-it-yourself medical devices–technology and empowerment in American health care.N Engl J Med,374,305-308.
9. Hafferty, E. H.,Gaufberg, E. H.,O’Donnell, J. F.(2015).The role of the hidden curriculum in "on doctoring" courses.AMA Journal of Ethics,17,129-137.
10. Kleinert, R.(2015).Web-based immersive virtual patient simulators: positive effect on clinical reasoning in medical education.J Med Internet Res,17
11. Marangunić, N.,Granić, A.(2015).Technology acceptance model: a literature review from 1986 to 2013.Universal Access Inf,14,81-95.
12. Peden, R. G.,Mercer, R.,Tatham, A. J.(2016).The use of head-mounted display eyeglasses for teaching surgical skills: a prospective randomised study.Int J Surg,34,169-173.
13. Rodríguez, C.(2015).The influence of academic discourses on medical students’ identification with the discipline of family medicine.Academic Medicine,90,660-670.
14. Shapiro, J.,Rakhra, P.,Wong, A.(2016).The stories they tell: How third year medical students portray patients, family members, physicians, and themselves in difficult encounters.Med Teach,38,1033-1040.
15. Siegel, J.,Coleman, D. L.,James, T.(2018).Integrating social determinants of health into graduate medical education: a call for action.Academic Medicine,93,159-162.
16. Vogel, D.,Harendza, S.(2016).Basic practical skills teaching and learning in undergraduate medical education–a review on methodological evidence.GMS journal for medical education,33
17. Zhang, D.,Luo, Y.(2016).Social exclusion and the hidden curriculum: The schooling experiences of Chinese rural migrant children in an urban public school.British Journal of Educational Studies,64,215-234.