A Delphi study of medical professionalism in Arabian countries: The Four-Gates model

Al‐Eraky, Mohamed M.; Donkers, Jeroen; Wajid, Gohar; Merriënboer, Jeroen J. G. van

doi:10.3109/0142159x.2014.886013

Cited by 51 publications

(35 citation statements)

References 38 publications

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“…Ancient cultural values emphasizing the practice of humanistic medicine may be used to address China’s crisis in professionalism. Chinese physicians could assert their own context-specific professional identity by establishing a professionalism framework that reflects cultural heritage [68], as has already been achieved at one Chinese medical school [69] and is reflected in experiences in the Middle East [17, 70]. Medical professionalism curricula can also be developed with consideration to local culture and needs, as has been demonstrated in Taiwan and Japan [71, 72].…”

Section: Discussionmentioning

confidence: 99%

A scoping review of medical professionalism research published in the Chinese language

et al. 2016

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BackgroundThe Chinese Medical Doctors Association (CMDA) adopted the Charter of Medical Professionalism in the New Millennium (Charter) and published the Chinese Medical Doctor Declaration (Declaration). This is an important step to re-building medical professionalism in China at a time when the commercialization of health care has led to a decline in physician accountability and public trust in the profession. In response, authors have begun to examine and promote medical professionalism in China. This study aims to present the key research themes, identify research gaps and offer recommendations from reviewing the increasing pool of Chinese-language literature on medical professionalism.MethodsA scoping review of Chinese language papers was conducted using the China National Knowledge Infrastructure (including China Academic Journals Full-text Database, China Doctoral Dissertations Full-text Database, Masters’ Theses Full-text Database, China Core Newspapers Full-text Database, and China Yearbooks Full-text Database) (CNKI) database.ResultsFour major research themes were identified in Chinese discourse: (1) teaching professionalism, (2) practicing professionalism, (3) conceptualizing professionalism and (4) assessing professionalism. Overall, authors were concerned with the cultivation of humanism in physicians and emphasized the importance of communication skills to improve the physician-patient relationship in China. They explored the role of traditional Chinese values, such as Confucian and Taoist values, as well as the Communist Party’s political values, in promoting professional behaviour.ConclusionsAuthors demonstrate increasing interest in medical professionalism in China. The literature is of variable quality and further empirical studies are required in order to evaluate teaching interventions and guide professionalism assessment. A common professionalism framework is absent and could be developed with consideration to China’s socio-cultural context.

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Section: Discussionmentioning

confidence: 99%

A scoping review of medical professionalism research published in the Chinese language

et al. 2016

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“…'s framework of professionalism developed by Taiwanese stakeholders of medical education highlights the centrality of different concepts: self‐integrity (underpinned by Taiwan's Confucian philosophical background), and harmonising personal and professional roles . Furthermore, research undertaken with health care professional groups and academics in an Arabian context included the prominent theme of dealing with God , relating to self‐accountability and self‐motivation in an Islamic religious faith . Finally, research exploring UK, European, North American and Asian medical professionals’ perceptions of essential attributes of medical professionalism found 11 attributes that differed by geographical region: European, Asian and North American doctors emphasised being accessible to patients; being culturally sensitive was only emphasised by North American doctors; being punctual and adaptable to changes in the workplace were highlighted by Asian doctors only; and having the skills to train colleagues was a key feature only for European doctors …”

Section: Introductionmentioning

confidence: 99%

“…Although research on understanding what medical professionalism means to students across diverse countries such as Taiwan, Pakistan, Australia and the UK has been undertaken, there has been no systematic approach: different studies use different research methods and focus on different research questions. For example, whereas Chui et al .…”

Section: Introductionmentioning

confidence: 99%

Taiwanese and Sri Lankan students’ dimensions and discourses of professionalism

et al. 2017

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ContextThe definition of medical professionalism poses a challenge to global medical educators. This is especially pronounced in settings where professionalism frameworks developed in the west are transferred into different cultures. Building upon our previous study across Western contexts, we examine Taiwanese and Sri Lankan medical students’ conceptualisations of professionalism in terms of what professionalism comprises (i.e. dimensions) and how it is linguistically framed (i.e. discourses).MethodsA qualitative group interview study was undertaken comprising 26 group interviews with 135 participants from one Taiwanese (n = 64; Years 4–7) and one Sri Lankan medical school (n = 71; Years 2–5). Through thematic framework analysis we examined the data for explicit dimensions of professionalism. Through discourse analysis we identified how participants constructed professionalism linguistically (discourses).ResultsThirteen common dimensions across Taiwanese and Sri Lankan talk were identified, with the dimensions (contextual, integration and internalised self) being identified only in Sri Lankan data. Professionalism as knowledge and patient‐centredness were dominant dimensions in Taiwan; in Sri Lanka, attributes of the individual and rules were dominant dimensions. Participants in both countries used four types of discourses previously identified in the literature. Individual and interpersonal discourses were dominant in Taiwanese talk; the collective discourse was dominant in Sri Lankan talk. Findings were compared with our previous data collected in Western contexts.ConclusionsDespite some overlap in the dimensions and discourses identified across both this and Western studies, Taiwanese and Sri Lankan students’ dominant dimensions and discourses were distinct. We therefore encourage global medical educators to look beyond a one‐size‐fits‐all approach to professionalism, and to recognise the significance of context and culture in conceptualisations of professionalism.

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“…As indicated above, professionalism is culture-specific and its attributes in the Arabian context was linked to core values and faith. (Al-Eraky et al 2014) (22) Al-Eraky et al reported a model named: Four-Gates model(Al-Eraky et al 2014) to represent the attributes of Arab health professionalism in layer (gates) for accountability, while they are (1) dealing with self, (2) dealing with task, (3) dealing with others and (4) dealing with God. In Arab countries, linking self-accountability and self-motivation to faith (dealing with God) might possibly lead to tangible improvement in professional conducts.…”

Section: Introduction:-mentioning

confidence: 99%

“…Faith may further provide the doctor with an internal North and insight to navigate his/her path in a sophisticated healthcare environment. (22) The issue of identity in psychiatry as a profession as well as the future of medical psychiatry topic of controversial debate and a lot opinions and suggestions .These issues are linked strongly with the professionalism, and the way in how we define and practice the basic principles and professional responsibilities in psychiatry. ( Jakovljević M, 2012) (23) In recent years much attention has been focused on the benefits of enhancing student understanding of ethical perspectives and professionalism in the workplace.…”

Section: Introduction:-mentioning

confidence: 99%

Teaching Professionalism by Vignettes in Psychiatry for Nursing Students.

Al-Eraky¹,

Kamel²,

Alqahtani³

et al. 2016

IJAR

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Background:-Professionalism has recently gained attention in nursing education, particularly in psychiatry. Despite it was used to be part of the hidden curriculum, scholars advocate teaching professionalism explicitly in a safe educational environment. Vignettes were used to demonstrate professionalism dilemmas and with the use of triggers for reflection, students can learn the basis for decision making in critical situations though their experiential learning process. Experiential Learning Theory (ELT) emphasizes the central role that experience plays in the learning process.Aim:-This study aims at using a module of vignettes and stimulates student reflection and discussion to help them in constructing the meaning of professionalism in psychiatric practice.Method:-Vignettes were developed based on common situations that psychiatric nurses used to encounter in daily clinical practice. The Authors developed a list questions to trigger their reflection on the Vignettes and guide them to learn about specific elements of professionalism. Students" learning outcomes and feedback were reported as a measure of module effectiveness.The results:-A total of seven vignettes was reported to represent common professionalism dilemmas in clinical psychiatric nursing. The study confirms the feasibility and effectiveness of teaching professionalism by the use of vignettes and the effectiveness of self constructed learning outcomes. The process for the development and the use of vignettes was reported and students debate about the ethical, personal and cultural dimensions of each scenario that drive their decision making.In conclusion, teaching professionalism in Psychiatric education can acknowledge humanistic values such as: respect and altruism. It is essential to prepare nursing students for conflicting situations by discussion of professionalism dilemmas in a safe educational environment and provide them options for decisions. Students need to learn the consequences of their decisions and anticipate the impact of their choices on patients, colleagues and themselves. We need to graduate nurses who will meet the societal

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A Delphi study of medical professionalism in Arabian countries: The Four-Gates model

Abstract: The study highlights the divergent interpretation of medical professionalism between Western and Arabian contexts. The Four-Gates Model may work for faith-driven societies, but not for non-Muslims Arabs students or teachers or in institutions with humanistic values.

Cited by 51 publications

References 38 publications

A scoping review of medical professionalism research published in the Chinese language

A scoping review of medical professionalism research published in the Chinese language

Taiwanese and Sri Lankan students’ dimensions and discourses of professionalism

Teaching Professionalism by Vignettes in Psychiatry for Nursing Students.

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