Hsuan Hunga, Ling‑Ling Kueha, Jun‑Neng Roanb*, Jing‑Jane Tsaia
aInstitute of Education, National Cheng Kung University, Tainan, Taiwan, bDivision of Cardiovascular Surgery, Department of Surgery, National Cheng Kung University Hospital and College of Medicine, National Cheng Kung University, Tainan, Taiwan
Open Access funded by Buddhist Compassion Relief Tzu Chi Foundation
Abstract
Objective: The biopsychosocial (BPS) model has been proposed to take into account the interaction of psychological and social factors in medical practice. Although some studies have explored its application in medical education, little has been evaluated about students’ reflection in such courses. This study introduced a BPS model course and aimed to assess changes in students’ reflective capacity resulting from this course. Materials and Methods: Eighty‑seven written reflections before and after the course were segmented, coded, and rated using the Reflection Evaluation for Learners’ Enhanced Competencies Tool rubric, which contains six factors of reflective capacity, namely description of disease experience, presence, attending to emotions, description of conflict or disorienting dilemma, meaning making, and action. Results: After the BPS model course, the overall reflective capacity, as well as the “Presence” and “Meaning making” scores, increased, while scores for “Attending to emotion” decreased significantly. “Description of disease experience,” “Description of conflict or disorienting dilemma,” and “Action” showed no significant change. Conclusion: Pedagogical suggestions are discussed for a BPS model course with reflective training for young medical students.
Keywords: Biopsychosocial model course, Experiential learning, Medical education, Reflective capacity
