Differences in medical students’ explicit discourses of professionalism: acting, representing, becoming

Monrouxe, Lynn V.; Rees, Charlotte E.; Hu, Wendy

doi:10.1111/j.1365-2923.2010.03878.x

Cited by 173 publications

(192 citation statements)

References 38 publications

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“…Rather than ignore them or consider them wrong, if students are presented with learning situations that compel them to develop an understanding of their nature, and the fundamentals of a coping mechanism, through 'self-reflection and self conscious rationalization' (Ginsburg et al 2003a(Ginsburg et al , p. 1021, the outcome could be a more balanced perspective on professionalism. This and similar research into how students conceptualise professionalism (Monrouxe et al 2009;Monrouxe & Rees 2011;Monrouxe et al 2011) may well provide important insights into curriculum development.…”

Section: Place In Curriculummentioning

confidence: 76%

Teaching professionalism in medical education: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25

et al. 2013

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Introduction: We undertook a systematic review to identify the best evidence for how professionalism in medicine should be taught. Methods: Eligible studies included any articles published between 1999 and 2009 inclusive. We reviewed papers presenting viewpoints and opinions as well as empirical research. We performed a comparative and thematic synthesis on all papers meeting inclusion criteria in order to capture the best available evidence on how to teach professionalism. Results: We identified 217 papers on how to teach professionalism. Of these, we determined 43 to be best evidence. Few studies provided comprehensive evaluation or assessment data demonstrating success. As yet, there has not emerged a unifying theoretical or practical model to integrate the teaching of professionalism into the medical curriculum. Discussion: Evident themes in the literature are that role modelling and personal reflections, ideally guided by faculty, are the important elements in current teaching programmes, and are widely held to be the most effective techniques for developing professionalism. While it is generally held that professionalism should be part of the whole of a medical curriculum, the specifics of sequence, depth, detail, and the nature of how to integrate professionalism with other curriculum elements remain matters of evolving theory.

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Section: Place In Curriculummentioning

confidence: 76%

Teaching professionalism in medical education: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25

et al. 2013

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“…This difference in the conceptualization of social justice and the complications involved in its implementation suggest the need to further explore physician and patient attitudes that provide context for the principles of professionalism. 32 …”

Section: Exploring Themesmentioning

confidence: 99%

Contextualizing the Physician Charter on Professionalism in Qatar: From Patient Autonomy to Family Autonomy

Al‐Khal

Tekian

et al. 2016

Journal of Graduate Medical Education

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“…18 Knowing which characteristics define the professional is problematic, and, despite extensive efforts, agreed universal definition has yet to be achieved. 3,[19][20][21][22][23] The main driver towards the development of a definition for professionalism was initially led by the American Board of Internal Medicine (ABIM). 24 In 1995, the Board established Project Professionalism with the aim to describe in detail the aims and qualities of a professional.…”

Section: Defining Professionalismmentioning

confidence: 99%

“…8,13,30,[54][55][56] The program must begin with an agreed definition of professionalism, which may differ at each institution. 23,53,[57][58][59] This can be problematic. He explored 8 areas for attention in the design of such a program.…”

Section: Professional Educationmentioning

confidence: 99%

Professionalization in Pharmacy Education as a Matter of Identity

Mylrea

Gupta

Glass

2015

American Journal of Pharmaceutical Education

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Little research exists on the formation of professional identity in higher education health programs. Such programs may approach the teaching, learning, and assessment of professionalism based upon a suite of attitudes, values, and behaviors considered indicative of a practicing professional. During this transition, professional identity formation can be achieved through student engagement with authentic experiences and interaction with qualified professionals. This paper examines the shift toward identity formation as an essential element of professional education and considers its implications for pharmacy curriculum design.

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Differences in medical students’ explicit discourses of professionalism: acting, representing, becoming

Abstract: Providing students with opportunities to engage in active sense-making activities within the formal professional curriculum can encourage an embodied and sophisticated understanding of professionalism.

Cited by 173 publications

References 38 publications

Teaching professionalism in medical education: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25

Teaching professionalism in medical education: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25

Contextualizing the Physician Charter on Professionalism in Qatar: From Patient Autonomy to Family Autonomy

Professionalization in Pharmacy Education as a Matter of Identity

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