Professional development in undergraduate medical curricula - the key to the door of a new culture?

Abstract

The literature suggests that successful professional development needs to be based on explicit values, which are repeatedly demonstrated in the learning environment, and modelled by senior colleagues and tutors; that the curriculum should incorporate a clear model of emotional as well as cognitive development; should be a major component of summative assessment; and needs to include formative mentorship at all stages of training.

Cognitive-behavioural skills training for medical students: development and evaluation

“…It would be highly desirable to create more opportunities for students to take some responsibility for patient care as this could facilitate professional development. 20 It was recently recommended by the General Medical Council that 'clinical placements should move the student systematically to a more central role before they take on responsibilities of an FY1'. 21 Training encouraged positive attitudes towards psychological approaches and raised student awareness of their relevance for doctors, therefore it seems well placed within an undergraduate curriculum.…”

Lääkäri-potilas -suhteen harjoittelua – lääkäriopiskelijoiden tulkinnat potilastapauksesta koulutuksen eri vaiheissa

“…Alaluokat ryhmittyivät kahteen pääluokkaan: (1) lääkäri potilas suhteen hallintaan vaikuttaviin tekijöihin ja (2) ongelmanratkaisun hallintaan vaikuttaviin tekijöihin. Pitkittäistarkastelussa nämä yhdessä kuvaavat lääkäriopiskelijan ammatillista kasvua (45,46). Tässä artikkelissa keskitymme lääkäri potilas suhteen hallintaan ja sen muutokseen koulutuksen aikana.…”

Medical Student Professionalism Education at New York University School of Medicine

“…They go on to say that "reflection allows practitioners to examine their own clinical reasoning strategies" [3]. Amanda Howe echoes this: …professional development opportunities must at minimum be constructed to engage students directly with experiences that mimic their future roles, create opportunities that allow them to reflect and rehearse the skills involved in managing such experiences, and require them to take personal responsibility for outcomes of both their experiences and learning [4].…”

“…In this way the portfolio's central purpose of self-reflection and assessment of professional development was preserved while also providing sufficient motivation for excellence. Amanda Howe writes that assessment should be "high profile, both to ensure competency and to motivate learning" [4].…”