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- W4223422016 abstract "Abstract Background: Field trips to disaster-affected areas (FTDAs) with no specific purpose, such as medical cooperation, are widely undertaken in medical education. Although the educational effects of fieldwork where students may be assigned duties such as medical collaboration or support have been already revealed, those of these FTDAs remain unclear. The present study aimed to clarify what medical students gain from FTDAs.Methods: Subjects were five medical students who participated in an FTDA at the Fukushima Daiichi Nuclear Power Plant (FDNPP) in Japan, at which hydrogen explosions occurred following the Great East Japan Earthquake, causing severe radiation contamination, to learn about the health concerns of restoration workers. The students went in 2017, and a retrospective group interview was conducted approximately two years later. Narratives about what they gained from the FTDA were extracted using open coding and interpreted.Results: The following four main themes were identified: “Spirit of scientific inquiry,” which represents the knowledge and mindset required to read and examine the prevailing notions and government announcements critically; “Foundation for lifelong education and personal growth,” which represents that the experience of the FTDA was associated with recognising the importance of lifelong learning; “Diverse professionalism,” which suggests that the students gained insights into essential elements of becoming a medical doctor, and various perspectives on their future career choices; and “Importance of practicing medicine in the community setting,” which represents students’ recognition that, in the future, they may work in a region surrounding or near the FDNPP and that they may feel compelled to contribute to the region.Conclusions: The students gained a broader perspective on their future jobs and careers through the FTDA. Medical educators should be aware of the educational benefits of FTDAs and employ them in their educational practices. Note that FTDA sites are not limited to the FDNPP. If medical educators can explain the importance of FTDAs to the residents of a disaster site and gain their understanding, various disaster-affected areas can be potential locations. Medical educators should understand the educational effects of FTDAs on students’ growth and effectively install FTDAs in their educational practices." @default.
- W4223422016 created "2022-04-14" @default.
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- W4223422016 date "2022-04-11" @default.
- W4223422016 modified "2023-09-26" @default.
- W4223422016 title "Growth of medical students' future perspectives through field trip to a disaster area: a qualitative study using retrospective group interview" @default.
- W4223422016 doi "https://doi.org/10.21203/rs.3.rs-1519977/v1" @default.
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