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Browsing by Author "Scheurich, James J."
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Item Adult Learning in the Urban Context: Community Engagement from the Voices of Four Adult Black Males(2020-09) Duff, Myron Carl, Jr.; Scheurich, James J.; Kazembe, Lasana; Merrill, Henry; Murtadha, KhaulaThe Loving Neighborhood was a very active ecosystem consisting of four communities (Capella, Carson, Midtown, and Summerville) that came together to form one larger community. Although the four neighborhoods’ ethnic makeup was about 30% Black, 30% Latino, and 30% White, the Carson community was predominantly Black. The Carson neighborhood had a very vibrant neighborhood association in which there were four adult Black males who actively participated in Carson’s economic and community development efforts. These men consistently attended neighborhood meetings, volunteered on community action committees, held community leadership positions, and participated regularly in local events. In order to understand the work of adult Black males who were seeking to improve the quality of life in a specific community context, this research sheds light on the “voices” of these four adult Black males as they attempted to foster neighborhood transformation by becoming more active in an Black urban community. It is imperative that the shared meanings of Black men be understood within the ecosystems in which they existed, emphasizing the importance of their conversations that addressed the needs of their communities. While previous research studies have explored adult learning and community engagement separately, these studies have failed to address how Black males could have helped Black communities in grassroots development efforts. Studies that have addressed these intersections could have provided valuable insight into why Black men became active in their communities, what they might have learned because of their community activism, how they remained motivated, and what skills they would have needed in order to effectively engage underserved neighborhoods. In response to this deficiency, this inquiry employed a critical approach to explore the importance of the unique voices of these four Black men as they participated in the transformation of their neighborhoods.Item A Foucauldian Archaeology of Modern Medical Discourse(2020-09) Azim, Homaira M.; Scheurich, James J.; Brokaw, James J.; O'Loughlin, Valerie D.; Byram, Jessica N.Medical education researchers have long been interested in understanding medical professional identity formation and its implications for the healthcare system. Various theories have been proposed to explain identity formation. Among them, Foucault’s discourse theory maintains that it is the discourse of medicine that constitutes medical professional identities. This study deployed a Foucauldian archaeological methodology to analyze the structure of modern medical discourse and establish links between discourse and professional identity formation in medical students. A total of forty-six medical students at Indiana University School of Medicine participated in either individual or focus group interviews. Direct observation of the clinical and educational settings was also performed, which resulted in additional textual data in the form of fieldnotes. Archaeological analysis of discourse was undertaken in three levels of the statements, the discursive elements, and the discursive rules and relations. Results entailed a detailed depiction of the structure of medical discourse including discursive objects and modes of enunciation, discursive concepts, and theoretical strategies related to each object. Discursive objects are things that are talked about in modern medical discourse. This study identified four discursive objects as disease and treatment, the doctor, the human body, and the sick person. Modes of enunciation are the different ways in which people talk about objects of medicine, whereas concepts consist of the notions people draw from when talking about objects of medicine. Theoretical strategies indicate certain positions that people take in relation to the objects of medicine. Rules of formation and conditions of existence for each discursive element were also established. Since Identities are entrenched through language and interaction, developing a systematic understanding of the structure of medical discourse will shed new light on medical professional identity formation. Results of this study also have profound implications for teaching professionalism and medical humanities in medical curricula. Furthermore, as a research methodology used for the first time in medical education, archaeology not only opens new territories to be explored by future research, it also provides an entirely new way to look at them.Item The professionalization of medical students : a longitudinal analysis of professional identity formation and professionalism perceptions in second and third year medical students(2017-12) Byram, Jessica Nichole; Scheurich, James J.; Brokaw, James J.; Hoffman, Leslie A.; Seifert, Mark F.; Hoffmann-Longtin, KristaBackground: Recent literature on professional identity formation (PIF) conceptualizes the developmental process into stage theories that remove critical context. This study employed a longitudinal approach to PIF that explored the processes through which professional identity is formed in second (MS2) and third (MS3) year medical students and how their perceptions of professionalism transformed and influenced their PIF. Methods: Nine medical students (n=9) from Indiana University School of Medicine completed this study spanning MS2 and MS3. Participants completed three semi-structured interviews and submitted 10 audio diaries at two-month intervals between interviews. Participants also completed the Professionalism Assessment Tool (PAT) at the beginning of MS2 (PAT1) and end of MS3 (PAT2). Interviews and audio diaries were analyzed using the constant comparative approach and a Wilcoxon signed-rank test was used to determine significant differences between mean domain scores of PAT1 and PAT2. Results: This study found several processes of PIF within five themes: Exploring Self in Medicine, Connecting to Image of Medicine, Embodying Role, Internalizing Values, and Exploring Specialty Choice. Processes of participating in patient care and selecting a specialty have the most profound impact on PIF and resulted in medical students feeling like members of the medical community. Analyses revealed participants’ perceptions of professionalism became more complex with clinical experiences and their perceptions of their ability to enact those behaviors transformed across the study period. Furthermore, the participants’ perceptions of professionalism set the foundation for the values they desired to demonstrate as part of their professional identities. Conclusions: This study presents a cohesive picture of how PIF occurs across MS2 and MS3 and how professionalism influences this important developmental process. These results indicate PIF is best cultivated within a medical curriculum where students are able to utilize processes to foster its development. Since professionalism serves as an important foundation to professional identity and a comprehensive understanding is needed for medical students to appreciate a physician’s role in society, the curriculum must be structured in a way to promote a complex, reflective understanding of professionalism that is based on values, actions, and who one wants to be as a physician.