Using observations from a medical sociology course offered in two formats, we compare how undergraduate premedical students learned to see sociologically after (1) completing a one-semester course in which theory in medical sociology and fieldwork were taught concurrently or (2) completing a two-semester course in which theory in medical sociology and fieldwork were taught in successive semesters. We developed a taxonomy of stages to capture students’ learning and measured their progress using video simulations that alternatively depicted scenarios in a more familiar setting (an academic hospital) and a less familiar one (a foreign cultural exchange). Students learned how to see in different ways: In the one-semester course, students came to see like medical sociologists, and in the two-semester course, students also came to see like sociologists more broadly. Educators interested in teaching students to “see more” outside of the health care realm may benefit from choosing the two-semester course option.

利用以两种形式提供的医学社会学课程的观察结果，我们比较了本科预科学生在（1）完成一个学期的课程（其中医学社会学和实地工作理论同时教授）或（2）完成两个-学期课程，在连续学期中教授医学社会学和田野调查理论。我们开发了一种阶段分类法来捕捉学生的学习情况，并使用视频模拟来衡量他们的进步，这些模拟在更熟悉的环境（学术医院）和不太熟悉的环境（外国文化交流）中交替描绘场景。学生们以不同的方式学习了如何看待事物：在一学期的课程中，学生们开始像医学社会学家一样看待事物，而在两学期的课程中，学生们也开始看到更广泛的社会学家。有兴趣教学生在医疗保健领域之外“看到更多”的教育者可能会从选择两个学期的课程选项中受益。