Student response to reports of unprofessional behavior: assessing risk of subsequent professional problems in medical school

Ainsworth, Michael; Szauter, Karen

doi:10.1080/10872981.2018.1485432

Cited by 8 publications

(5 citation statements)

References 32 publications

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“…Medical professionalism can be assessed by observing behaviours. Various researchers have grouped such behaviours into categories or patterns (Teherani et al 2009;Hays et al 2011;Mak-van der Vossen et al 2016;Ainsworth and Szauter 2018). The reason for using this approach is that such patterns are easier to recognize for an educator than single behaviours, and also, that different patterns might need different guiding or remediating activities.…”

Section: Profiles Of Unprofessional Behaviourmentioning

confidence: 99%

“…Research-generated profiles of student behaviours are based on two factors: the student's reflectiveness and their adaptability (see Figure 2). Reflective behaviour (listening to feedback and willingness and ability to incorporate it in future behaviour) is the basis of these profiles, as it predicts the future professionalism of a student better than the common engagement behaviours educators tend to denominate Hoffman et al 2016;Krzyzaniak et al 2017;Ainsworth and Szauter 2018). A student's behavioural profile can become apparent over time in different ways: by one teacher observing the student over a period of time; by forward feeding of performance from present teachers to new teachers, or by combining evaluations from different teachers by someone who has an oversight of the assessments.…”

Section: Profiles Of Unprofessional Behaviourmentioning

confidence: 99%

“…(Barron et al 2015). This model appeared to effectively explain the motivation of students to respond to unprofessional behaviour in medical school (Ainsworth and Szauter 2018). Assuming that this model also applies to educators' motivation to respond to unprofessional behaviour of students, the facilitators for educators to respond to unprofessional behaviour of students, as found in the literature, were summarized using this model (see Table 2).…”

Section: How To Facilitate Educators' Responses To Unprofessional Behmentioning

confidence: 99%

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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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Section: Profiles Of Unprofessional Behaviourmentioning

confidence: 99%

Section: Profiles Of Unprofessional Behaviourmentioning

confidence: 99%

Section: How To Facilitate Educators' Responses To Unprofessional Behmentioning

confidence: 99%

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

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“…Most of the codes identified in the literature review phase of our study discuss unprofessional behaviors related to the domain of honor and integrity. In similar cases, Ainsworth’s article in 2018 showed that the most reported unprofessional behaviors pertained to the domain of integrity [ 42 ]. Also, the code “observing honesty and trustworthiness in actions, speech and writing” related to the domain of honor and integrity was one of the highest prioritized codes with high prevalence according to clinical faculty members.…”

Section: Discussionmentioning

confidence: 99%

What we think about professional and unprofessional behaviors: differences between the perception of clinical faculty members and medical students

et al. 2022

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Introduction Differences in the viewpoints of clinical faculty members and medical students about prioritizing professional norms accepted by the professional community and lack of alignment of these views can lead to distortion of understanding, problems in learning and assessment of professionalism, and failure in students’ professional identity formation. This study aimed to identify the differences in viewpoints of clinical faculty members and medical students about prioritizing the importance and prevalence of professional and unprofessional behaviors among undergraduate medical students. Methods A multi-stage qualitative study was conducted at Tehran University of Medical Sciences during 2020–2021. At first, a systematic search was conducted to identify professional and unprofessional behaviors using the directional content analysis method. A panel of experts was formed to check the codes obtained from reviewing the literature and to evaluate its compliance with the context. Then, the modified nominal group technique sessions were held with clinical faculty members and medical students to strengthen the codes extracted from the studies and systematically integrate their views to achieve a comprehensive list of professional and unprofessional behaviors in accordance with the context. Finally, a consensus was made among them about prioritizing the importance and prevalence of these behaviors in undergraduate medical students. Results A total of 490 codes of professional behaviors and 595 unprofessional behavior codes were identified in the literature review. In the following sessions of the modified nominal group, 13 clinical faculty members listed 105 codes of professional and unprofessional behaviors, and 51 medical students also listed 313 codes. The results of the modified nominal group technique showed that the faculty members reported the importance of unprofessional behaviors higher than professional ones. At the same time, students rated the importance of professional behaviors higher than unprofessional ones. Both faculty members and students rate the prevalence of professional behaviors as high and the prevalence of unprofessional behaviors as low. Conclusion The results showed a difference of views between clinical faculty members and medical students about prioritizing professional and unprofessional behaviors. It is essential to align their viewpoints to understand, learn and value professionalism to develop a professional identity.

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“…These residents did sometimes rationalize away their lapses by viewing them as minor issues, but they did not report an overall lack of desire to be professional. 15 Ainsworth and Szauter 16 found that less than 10% of medical students with noted professionalism lapses did not acknowledge them and accept responsibility.…”

Section: Is the Resident Willing To Comply With Professional Expectatmentioning

confidence: 99%

Understanding Unprofessionalism in Residents

Seehusen

2020

Journal of Graduate Medical Education

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hile all residents are expected to meet medical professionalism standards, there is a general lack of consensus regarding how to define, teach, assess, and remediate residents with behaviors demonstrating a lack of professionalism. 1-8 Thus, it is not surprising that addressing unprofessionalism is among the most difficult challenges facing medical educators. While more literature exists on approaches to unprofessionalism among medical students than residents, the underlying issues are likely to be similar, and studies often address the 2 groups together. 1,2,5 In order to understand unprofessionalism, I believe it is instructional to ask what it takes for a resident to be professional. Three prerequisites must be in place. First, the resident needs to understand what is expected of a professional in the given situation. Second, the resident must be willing to accept these professional expectations. Third, the resident must be capable of adhering to the professional expectations. If any of these prerequisites are absent, the resident may be at risk for a lapse in professionalism. An Approach to Unprofessionalism When a resident has a lapse in professionalism, asking 3 key questions, each tied to the prerequisites, will allow an efficient, thorough assessment of root causes (BOX).

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Student response to reports of unprofessional behavior: assessing risk of subsequent professional problems in medical school

Cited by 8 publications

References 32 publications

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

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

What we think about professional and unprofessional behaviors: differences between the perception of clinical faculty members and medical students

Understanding Unprofessionalism in Residents

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