"I wish I’d laid my hand on her shoulder". Fostering compassion in first-year medical students
Bibliographic record
Abstract
In order to care for sick people as whole persons, health personnel need awareness of how sickness afflicts human beings, and how health professionals affect patients’ ability to deal with disease and suffering. In medical education there is a well-documented dearth of teaching and learning about emotions and relational healing mechanisms. Medical students are not systematically educated in the “existential anatomy” of persons, and how to deal productively with uncertainty, embarrassment and helplessness.In this highly participatory workshop, a concrete teaching method for first-year medical students, developed in Norway, will be shared. The method, called PASKON (“patient contact”) is anchored within a theoretical framework related to Whole Person Care, which is currently taught at McGill.Central to PASKON is the encounter between novice medical students and very sick volunteers, both in the patients’ homes and in the classroom. Having to enter the intimacy sphere of a stranger, and be acknowledged as a health professional without feeling like one, is an orchestrated rite of passage that generates strong emotions and a wealth of material for reflection. More experienced students coach the first-years and assess their reflective essays.The workshop will highlight the rationale for working with relationships, emotion and awareness in medical students. Participants will then be given roles as patients or students, and guided through a simulated session of PASKON, and reflections on the method and its potential applications.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".