On becoming a physician: Perspectives of students in combined baccalaureate-MD degree programs

Epstein, Lynn C.; Hayes, Jeannie; Arnold, Louise; O'SulIivan, Patricia; Ruffin, Alexis L.; Rogers, L P; Jones, Bonnie; Eyck, S Van; Brown, Donald R.; Hinkley, Robert E.; Linde, Harry W.; O'Bryan, Paul; Roth, Willard

doi:10.1080/10401339409539655

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2002

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“…9 A recent investigation discovered that combined-degree students selected medicine as a career goal earlier in life compared to their traditional counterparts. 51 They may be considered ª early deciders,º 51 which may attest to their maturity and commitment to medicine and may explain lower attrition than the traditional premedical COMBINED BACCALAUREATEÐ MD PROGRAMS student. A consequence of the improved retention is a conservation of resources.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Student Performance in Combined Baccalaureate-MD Degree Programs

Ls¹,

Tl²,

Connolly³

1997

Teaching and Learning in Medicine

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Section: Discussionmentioning

confidence: 99%

Evaluation of Student Performance in Combined Baccalaureate-MD Degree Programs

Ls¹,

Tl²,

Connolly³

1997

Teaching and Learning in Medicine

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Assessing Professional Behavior

Arnold

2002

Academic Medicine

401

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A circumscribed concept of professionalism is available to serve as a foundation for next steps in assessing professional behavior. The current array of assessment tools is rich. However, their measurement properties should be strengthened. Accordingly, future research should explore rigorous qualitative techniques; refine quantitative assessments of competence, for example, through OSCEs; and evaluate separate elements of professionalism. It should test the hypothesis that assessment tools will be better if they define professionalism as behaviors expressive of value conflicts, investigate the resolution of these conflicts, and recognize the contextual nature of professional behaviors. Whether measurement tools should be tailored to the stage of a medical career and how the environment can support or sabotage the assessment of professional behavior are central issues. FINAL THOUGHT: Without solid assessment tools, questions about the efficacy of approaches to educating learners about professional behavior will not be effectively answered.

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On becoming a physician: Perspectives of students in combined baccalaureate-MD degree programs

Cited by 2 publications

References 6 publications

Evaluation of Student Performance in Combined Baccalaureate-MD Degree Programs

Evaluation of Student Performance in Combined Baccalaureate-MD Degree Programs

Assessing Professional Behavior

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