ORCID Profile
0000-0002-4432-0730
Current Organisation
Laurentian University
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Publisher: Elsevier BV
Date: 09-2018
Publisher: Routledge
Date: 05-02-2016
Publisher: Psychology Press
Date: 23-05-2014
Publisher: Informa UK Limited
Date: 11-2013
Publisher: SAGE Publications
Date: 12-02-2019
Abstract: We facilitated an arts-based mindfulness group program with youths who were receiving short-term in-patient mental health supports within hospital. We aimed to explore the challenges and benefits these marginalized youths experienced through their exposure to the group intervention. Forty pregroup and 24 postgroup interviews were analyzed using a thematic analysis framework. The qualitative findings are presented using creative nonfiction in the form of a composite vignette. The composite vignette portrays the content within the themes, creatively telling a more compelling story that illustrates key points and themes within the data set. The vignette shows how mental health challenges created problems in the youths’ lives. Although most of the youths were initially nervous about participating in the program, the strengths and arts-based nature of the program helped them to connect with others in the group and express themselves. All of the youths reported that the group program was enjoyable and beneficial. They learned to identify what they were feeling/thinking and to express these feelings/thoughts using creative means of expression. Making art helped them to develop their self-awareness and created enjoyment in the group and with the group methods. Also, learning about mindfulness helped them to think in different ways, and to focus and relax more. The results of this pilot project warrant further investigation into the benefits of creative strengths-based mindfulness-based interventions for in-patient youths experiencing mental health challenges. The composite vignette centers the youths’ voices and provides a comprehensive account of their experiences.
Publisher: Routledge
Date: 25-10-2017
Publisher: Informa UK Limited
Date: 31-01-2019
Publisher: Wiley
Date: 18-09-2015
DOI: 10.1111/MEDU.12797
Abstract: This paper describes the transition processes experienced by Year 3 medical students during their longitudinal integrated clerkship (LIC). The authors conceptualise the stages that encompass the transition through a LIC. The purpose of this study was to understand the perspectives of 12 Northern Ontario School of Medicine (NOSM) Year 3 medical students about their transition process. Data were collected longitudinally through three conversational interviews with each of these students, occurring before, during and after the clerkship. The authors used a guided walk methodology to explore students' everyday lives and elicit insights about the transition process, prompted by the locations and clinical settings in which the clerkship occurred. Participants identified three interconnected stages in the transition process: (i) shifting from classroom to clinical learning (ii) dealing with disorientation and restoring balance, and (iii) seeing oneself as a physician. Interview data provided evidence for the adaptive strategies the participants developed in response to these stages. Based on these findings, the transition process during a LIC can be characterised as one of entering the unfamiliar, with few forewarnings about the changes, of experiencing moments of confusion and burnout, and of eventual gains in confidence and competence in the clinical roles of a physician. Recommendations are made regarding future research opportunities to further scholarship on transitions.
Publisher: Wiley
Date: 12-10-2014
DOI: 10.1111/MEDU.12532
Abstract: The purpose of this paper is to provide a critical analysis of a mobile research method, the guided walk, and its potential suitability in medical education research. The Northern Ontario School of Medicine's (NOSM) longitudinal integrated clerkship served as the research context in which the guided walk method was used to explore the lived experiences of 12 Year 3 medical students undertaking their clerkship in one of eight different communities across Northern Ontario, Canada. Informed by the social constructivist research paradigm, the guided walk method was employed to answer the research question: how do Year 3 medical students at NOSM describe their clerkship experiences as encountered in their placement and living contexts? Through an inductive thematic analysis of the data, the findings provided a rich description of the guided walk from the participants' and the researcher's perspectives. There were significant advantages to using the guided walk rather than other types of qualitative research approaches. The guided walk made it easier for participants to take part in the study, provided context-rich research interactions, and led to serendipitous encounters for both participants and the first author. There were also challenges and limitations associated with the guided walk method. For ex le, this method carries inherent challenges with reference to the safeguarding of confidentiality and anonymity for both participants and those encountered during the walk. The guided walk method is promising within medical education, particularly for researchers seeking to gain participants' stories in the contexts to which they refer. This method may be appropriate for use in medical education research in areas such as the evaluation and assessment of a student's clinical decision-making skills and competency development, as well as the consolidation of strategies to manage ethical and professional dilemmas.
Publisher: American Psychological Association (APA)
Date: 02-2016
DOI: 10.1037/SPY0000079
No related grants have been discovered for Robert J. Schinke.