Adriana Jovanov, Ashley Parks, Cynthia Jovanov, Xolani Mdluli
A Qualitative Analysis of Knowledge Levels, Perceived Susceptibility, and Perceived Severity Surrounding Anal Cancer and Human Papillomavirus
Journal of primary care & community health
clinical environments stressful medical students detrimental learning wellbeing intervention clinical debrief integrates learning clinical experience development positive coping strategies students shared cases experiences weekly small group classroom discussions facilitated general practitioners outside current hospital placement throughout two consecutive 12week blocks first clinical year alongside enquirybased clinical reasoning learning gave students safe space reflect affect aim critically examine students views clinical debrief anonymised quantitative qualitative evaluation data collected 3 years using online questionnaires completion 12week block data relating psychological supervision analysed independently parallel using thematic analysis qualitative data aim help students develop positive coping mechanisms promoting empathyselfawarenessand wellbeing results total 1857 evaluations extracted response rate 67 median interquartile range overall rating clinical debrief sessions 9 810 10 indicates excellent 1 indicates significant improvement needed rating supervisory aspects sessions freetext comments positive students appreciated safe environments session structure facilitator role modelling transitional support processing emotional experiences mandatory integrated longitudinal supervision using trained clinician facilitators positively received students transition clinical placements normalising emotional impact medical work destigmatises distress linking clinical reasoning affective state awareness contextualise case management following mezirows transformative learning theory brings added benefit learning wellbeing student demand expansion clinical debrief evidence success