Religion Value in Novel: Ketika Cinta Bertasbih” Karya Habiburrahman El Shirazy ( Structural Genetic Approach)

This research is aimed at searching for the religious values on Habburrahman El Shirazy\u27s novel entitled Ketika Cinta Bertasbih by applying Genetic Structuralism using descriptive method and content analysis technique. The approaches used in this research were the sociology of literature and religiousness of literature. The religious values existing on this novel included as one of missionary endeavor forms, which gave valuable learning and enrich moral value. By means of his work of art, novel in this case, the author tried to present the sociological condition within his society. He also tried to deliver a missionary endeavor by using familiar language expressions, it was because the language of the novel was easily understood by the readers and the theme of the novel was closely related to the society condition. Sociological approach depicted that Ketika Cinta Bertasbih really influenced social values existed within the society, and the reverse. An author\u27s background absolutely gave great influence a novel, so did on this novel. Therefore, the social life of Habiburrahman El Shirazy had close relationship with his novel, Ketika Cinta Bertasbih

How do peer group reflection meetings support medical students’ learning and personal development during clinical rotations?

Abstract Background Medical schools look to support students in coping with challenges and stressors related to clinical rotations. One potential approach is implementing Intervision Meetings (IM): a peer group reflection method during which students address challenging situations and personal development issues with peers, guided by a coach. Its implementation and perceived effectiveness in undergraduate medical education has however not yet been widely studied and described. This study evaluates how students perceive the effect of a three-year IM-programme during their clinical rotations, and explores which processes and specific factors support students’ personal development and learning during clinical rotations. Methods Using an explanatory Mixed Methodology, medical students participating in IM were asked to evaluate their experiences through a questionnaire at three time points. Questionnaire results were further explored through three focus groups. Data were analysed using descriptive statistics and thematic analysis. Results Three hundred fifty seven questionnaires were filled out by students across the three time points. Students perceived IM to contribute to their ability to cope with challenging situations during clinical rotations. Participants in the focus groups described how IM created an increase in self-awareness by active self-reflection supported by peers and the coach. Sharing and recognizing each other’s’ situations, stories or problems; as well as hearing alternative ways of coping, helped students to put things into perspective and try out alternative ways of thinking or behaving. Conclusions IM can help students to better deal with stressors during clinical rotations and approach challenges as learning opportunities under the right circumstances. It is a potential method medical schools can use to aid their students on their journey of personal and professional development

Assessment of communication skills

Objective: This paper addresses how communication skills can best be assessed. Since assessment and learning are strongly connected, the way communication skills are best learned is also described.Results: Communication skills are best learned in a longitudinal fashion with ample practice in an authentic setting. Confrontation of behavior initiates the learning process and should be supported by meaningful feedback through direct observation. When done appropriately a set of (learned) communication skills become integrated skilled communication, being versatilely used in purposeful goal-oriented clinical communication. The assessment of communication skills should follow a modern approach to assessment where the learning function of assessment is considered a priority. Individual assessments are feedback-oriented to promote further learning and development. The resulting rich information may be used to make progression decisions, usually in a group or committee decision.Conclusion: This modern programmatic approach to assessment fits the learning of skilled communication well.Practice implications: Implementation of a programmatic assessment approach to communication will entail a major innovation to education. (C) 2019 Elsevier B.V. All rights reserved.</p

Learning the breast examination with Physical Exam Teaching Associates: development and evaluation of the teaching setup. An action research approach

Learning how to perform the clinical breast examination (CBE) as an undergraduate medical student is an important though complex activity, due to its intimate nature. A Physical Exam Teaching Associate (PETA) - based teaching session addresses this issue and is well founded in literature, though detailed information regarding its development is missing. In this study, we address this gap by providing a comprehensive description of the design and development of a PETA-based session for teaching the CBE. A qualitative study according to the principles of action research was done in order to develop the teaching session, using questionnaires and focus groups to explore participants’ experience. PETAs were recruited, trained and deployed for teaching the CBE to medical students in a small-scale, consultation-like setup. Next, the session was evaluated by participants. This sequence of actions was carried out twice, with evaluation of the first teaching cycle leading to adjustments of the second cycle. Students greatly appreciated the teaching setup as well as the PETAs’ immediate feedback, professionalism, knowledge and attitude. In this study, we successfully designed a PETA-based session for teaching the CBE to undergraduate medical students. We recommend using this strategy for teaching the CBE

The importance of creating the right conditions for group intervision sessions among medical residents– a qualitative study

Abstract Background The burnout rates among residents urge for adequate interventions to improve resilience and prevent burnout. Peer reflection, also called group intervision sessions, is a potentially successful intervention to increase the resilience of young doctors. We aimed to gain insight into the perceived added value of intervision sessions and the prerequisite conditions to achieve this, according to residents and intervisors. Our insights might be of help to those who think of implementing intervision sessions in their institution. Methods An explorative, qualitative study was performed using focus groups and semi-structured interviews with both residents (n = 8) and intervisors (n = 6) who participated in intervision sessions in a university medical center in the Netherlands. The topic list included the perceived added value of intervision sessions and factors contributing to that. The interviews were transcribed verbatim and coded using NVivo. Thematic analysis was subsequently performed. Results According to residents and intervisors, intervision sessions contributed to personal and professional identity development; improving collegiality; and preventing burn-out. Whether these added values were experienced, depended on: (1) choices made during preparation (intervisor choice, organizational prerequisites, group composition, workload); (2) conditions of the intervision sessions (safety, depth, role of intervisor, group dynamics, pre-existent development); and (3) the hospital climate. Conclusions Intervision sessions are perceived to be of added value to the identity development of medical residents and to prevent becoming burned out. This article gives insight in conditions necessary to reach the added value of intervision sessions. Optimizing preparation, meeting prerequisite conditions, and establishing a stimulating hospital climate are regarded as key to achieve this

Identifying characteristics of a skilled communicator in the clinical encounter

BACKGROUND: In medical communication research, there has been a shift from 'communication skills' towards 'skilled communication', the latter implying the development of flexibility and creativity to tailor communication to authentic clinical situations. However, a lack of consensus currently exists what skilled communication entails. This study therefore aims to identify characteristics of a skilled communicator, hereby contributing to theory building in communication research and informing medical training. METHOD: In 2020, six Nominal Group Technique (NGT) sessions were conducted in the context of the General Practitioner (GP) training program engaging 34 stakeholders (i.e. GPs, GP residents, faculty members, and researchers) based on their experience and expertise in doctor-patient communication. Participants in each NGT session rank-ordered a 'top 7' of characteristics of a skilled communicator. The output of the NGT sessions was analysed using mixed methods, including descriptive statistics and thematic content analysis during an iterative process. RESULTS: Rankings of the six sessions consisted of 191 items in total, which were organized into 41 clusters.. Thematic content analysis of the identified 41 clusters revealed nine themes describing characteristics of a skilled communicator: (A) Being sensitive and adapting to the patient; (B) Being proficient in applying interpersonal communication; (C) Self-awareness, learning ability, and reflective capacity; (D) Being genuinely interested; (E) Being proficient in applying patient-centred communication; (F) Goal-oriented communication; (G)Being authentic ; (H) Active listening; (I) Collaborating with the patient. CONCLUSIONS: We conceptualize a skilled communication approach based on the identified characteristics in the present study to support learning in medical training. In a conceptual model, two parallel processes are key in developing adaptive expertise in communication: (1) being sensitive and adapting communication to the patient, and (2) monitoring communication performance in terms of self-awareness and reflective capacity. The identified characteristics and the conceptual model provide a base to develop a learner-centred program, facilitating repeated practice and reflection. Further research should investigate how learners can be optimally supported in becoming skilled communicators during workplace learning

The five phases and two overall conditions in GP residents’ learning process of communication skills.

<p>The five phases and two overall conditions in GP residents’ learning process of communication skills.</p

Short overview of the Maastricht postgraduate training for residents in general practice.

<p>Short overview of the Maastricht postgraduate training for residents in general practice.</p

Quotes accompanying overall condition 2: cognitive and emotional space.

<p>Quotes accompanying overall condition 2: cognitive and emotional space.</p

Quotes accompanying overall condition 1: safety.

<p>Quotes accompanying overall condition 1: safety.</p