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Table 4 Theme of the students’ learning and students’ comments

From: What is the impact of the Rashomon approach in primary care education?: An educational case report of implementing dialogue and improvisation into medical education

・What have you learned in this social medicine curriculum?

・How was the learning session with the lecturer?

Theme

Example of Medical Students’ Comment

Comprehensive background of patients

Student A “As a result of having a good relationship with sufficient preparation in advance and enough time at the patient's home, I was able to hear about the patient's life and thoughts.”

Multi health professionals’ points of view

Student B “I have been able to know the patient from various aspects because I got many viewpoints from other professional students that I do not notice, such as the medicine and the things that the patients should be aware of in their daily life.”

Shared decision making with patients

Student C “The patient had a strong will for future life-prolonging treatment. Since it was completely different from my thoughts, different people had different values and I felt that I had to discuss and decide.”

Many uncertain factors of medicine

Student D “I have studied biologically clinical reasoning, diagnosis, and treatment in the class, but I understood that when it comes to real practice, I have to consider not only the patient's values but also the economic and family conditions.”

Different patients’ attitudes at patients’ own places

Student E “I noticed a difference in the facial expression of the patient at home compared to the university hospital. I thought it was important to check the various situations at home because there were a lot of things I didn't know in the consultation room at the hospital as to what kind of life the patients have and how they have a relationship with my family.”