A practical framework for remediating unprofessional behavior and for developing professionalism competencies and a professional identity

Barnhoorn, Pieter; Houtlosser, Mirjam; Jonge, Marleen W. Ottenhoff de; Essers, Geurt; Numans, Mattijs E.; Kramer, Anneke

doi:10.1080/0142159x.2018.1464133

Cited by 57 publications

(38 citation statements)

References 48 publications

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“…However, while many studies have explored outcomes of PIF-oriented medical education regarding professional and unprofessional behaviors [13][14][15], there are no studies assessing effects of PIForiented educational approaches on learning behaviors.…”

Section: Pif-oriented Education In the Undergraduate Curriculummentioning

confidence: 99%

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Education in professional identity formation enhances self-regulated learning: a mixed-method exploratory study from a community-based clinical clerkship in Japan

Matsuyama¹,

Okazaki²,

Kotani³

et al. 2020

Preprint

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Background: Previous studies indicate professional identity formation (PIF), or formation of self-identity with internalized values and norms of professionalism, might influence self-regulated learning (SRL). However, it remains unclear whether or not PIF-oriented education can improve SRL in medical students. Methods: Rural community-based clinical clerkships (rCBCC) for Year 5 (Y5) students in Jichi Medical University (JMU) provide a learning environment where undergraduates will work in future with alumni directly mentoring them. To make rCBCC more PIF-oriented, we created a learning platform using Google Forms and a PIF-oriented teaching manual for mentors. These were designed to help undergraduates articulate future ‘self’ images as professionals, and have in-depth communication with mentors as role models pertaining to medical professionalism. Forty-one Y5 JMU students experienced PIF-oriented rCBCC, while 41 Y5 control subjects experienced the original format rCBCC. Changes in SRL between the two groups were compared using 15 categories of motivated strategies for learning questionnaire (MSLQ). We also explored how the PIF-oriented rCBCC changed their SRL by thematic analysis of questionnaire and interview data.Results: A moderate improvement of intrinsic goal orientation (p = 0.005, ε2 = 0.096) and a mild improvement of critical thinking (p = 0.041, ε2 = 0.051) were observed in the PIF-oriented rCBCC. Qualitative analysis revealed they started viewing ‘professional responsibility’ as self-study motivator. Awareness of ‘responsibility’ led to pursuit of authenticity and medical knowledge applicability, and fostered critical thinking about learning contents. They also began elaborating learning contents in line with processes. Conclusion: This is the first study showing some effects of PIF-oriented education on SRL improvement. Fostering PIF may be important for stimulating learners’ intrinsic SRL behaviors.

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Section: Pif-oriented Education In the Undergraduate Curriculummentioning

confidence: 99%

“…Results demonstrate awareness of a future unique 'professional self' foster readiness to seek model learning strategies in future practice. Other articles show professional identity robustly forms when role models demonstrate appropriate behaviors and norms for professionalism [14][15][16][17].…”

Section: The Current Studymentioning

confidence: 99%

Education in professional identity formation enhances self-regulated learning: a mixed-method exploratory study from a community-based clinical clerkship in Japan

Matsuyama¹,

Okazaki²,

Kotani³

et al. 2020

Preprint

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“…Data has to be acquired to jusƟfy sancƟons by the school's promoƟon commiƩee. theoretical approach is offered by the 'Onion model', consisting of the following layers: environment, behaviour, competencies, beliefs, identity, and, in the center, mission (Barnhoorn et al 2019). Based on these models, ten questions to be posed in a conversation with the student are summarized (see Table 3).…”

Section: Explore and Understandmentioning

confidence: 99%

How to identify, address and report students’ unprofessional behaviour in medical school

et al. 2019

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This AMEE guide provides a research overview of the identification of, and responding to unprofessional behaviour in medical students. It is directed towards medical educators in preclinical and clinical undergraduate medical education. It aims to describe, clarify and categorize different types of unprofessional behaviours, highlighting students' unprofessional behaviour profiles and what they mean for further guidance. This facilitates identification, addressing, reporting and remediation of different types of unprofessional behaviour in different types of students in undergraduate medical education. Professionalism, professional behaviour and professional identity formation are three different viewpoints in medical education and research. Teaching and assessing professionalism, promoting professional identity formation, is the positive approach. An inevitable consequence is that teachers sometimes are confronted with unprofessional behaviour. When this happens, a complementary approach is needed. How to effectively respond to unprofessional behaviour deserves our attention, owing to the amount of time, effort and resources spent by teachers in managing unprofessional behaviour of medical students. Clinical and medical educators find it hard to address unprofessional behaviour and turn toward refraining from handling it, thus leading to the 'failure to fail' phenomenon. Finding the ways to describe and categorize observed unprofessional behaviour of students encourages teachers to take the appropriate actions. . She received her MD in 1986, and completed residency training in general practice at the University of Amsterdam in 1990. Marianne worked in general practice for 15 years, combining this work with teaching clerks in the workplace, and from 2001 with other educational activities at the Faculty of Medicine at the VU University. From 2010 onwards, she has been coordinating the educational theme 'Professional behaviour' at the school. Recently, Marianne received her PhD with distinction. Her research explores how educators and peer students perceive and respond to unprofessional behaviours of medical students.Arianne Teherani PhD, is a Professor of role in which she leads design, development, and policy for evaluation of the school's curriculum and programs. Arianne's main research interests are in the areas of professionalism, professional identity formation, and equity in medical education. She has led studies aimed at identification and remediation of unprofessional behaviours, the role of clinical education in shaping the professional identity of learners and teachers, and the role of assessment and learning environment practices in perpetuating educational disparities and interventions aimed at creating equity during medical school. . His current medical education research focuses on generic aspects of (post)graduate training, and on intensive care medicine specifically, including the supervision of national and international PhD students. In addition he performs research in the fields of organ donatio...

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“…Cruess et al advocate that PIF results in individuals considering their clinical environment behavior [20]. However, while many studies have explored outcomes of PIF-oriented medical education regarding professional and unprofessional behaviors [21][22][23][24][25][26], only Matsuyama et al [18,19] have directly assessed effects of PIF-oriented educational approaches on learning behaviors. One study [19] illuminated a PIF-oriented education format with a functional communication platform between students and their physician mentors.…”

Section: Professional Identity Formation As a Promoting Factor Of Srlmentioning

confidence: 99%

Limited effects from professional identity formation-oriented education on self-regulated learning in a hybrid problem-based learning curriculum: a mixed-method study in Japan

Matsuyama

Nakaya

Leppink

et al. 2020

Preprint

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Background: Developing self-regulated learning (SRL) in a teacher-centered curriculum is challenging. Previous studies indicate professional identity formation (PIF), or the formation of self-identity with internalized values and norms of professionalism, might improve SRL．We designed a PIF-oriented education format for hybrid problem-based learning (PBL) and tested its effectiveness on SRL in a mixed research method.Methods: A randomized controlled crossover trial was conducted using 112 pre-clinical year students at Jichi Medical University. In the six one-day PBL sessions, Groups A (n = 56, female 18, mean age 21.5y ± 0.7) and B (n = 56, female 11, mean age 21.7y ± 1.0) experienced PIF-oriented pre-PBL learning: Group A had three sessions in the first half, B in the second half. Between-group PIF and SRL levels were compared using Professional Identity Essay (PIE) and Motivated Strategies for Learning Questionnaire (MSLQ). A qualitative thematic analysis of potential reasons for PIF improvement was performed using the PIE description.Results: Two-level regression analyses showed moderate improvement of PIF stages over time (R2 = 0.069), regardless of intervention. PIF-oriented pre-PBL learning alone did not significantly improve PIE stages or MSLQ scores. Thematic analysis indicated that PIF-oriented pre-PBL learning helped students recognize realistic difficulties in clinical practice, and articulate professional image and values. However, encounters in extracurricular clinical settings had diverse and meaningful impacts on PIF.Conclusions: Limited effect of PIF-oriented pre-PBL learning on PIF and SRL indicate challenges in SRL-oriented education for pre-clinical year students within a teacher-centered hybrid PBL curriculum.

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A practical framework for remediating unprofessional behavior and for developing professionalism competencies and a professional identity

Cited by 57 publications

References 48 publications

Education in professional identity formation enhances self-regulated learning: a mixed-method exploratory study from a community-based clinical clerkship in Japan

Education in professional identity formation enhances self-regulated learning: a mixed-method exploratory study from a community-based clinical clerkship in Japan

How to identify, address and report students’ unprofessional behaviour in medical school

Limited effects from professional identity formation-oriented education on self-regulated learning in a hybrid problem-based learning curriculum: a mixed-method study in Japan

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