Teaching medical professionalism

Abstract

-Medical professionalism has been notoriously difficult to define and remains poorly understood. Because of this, graduates often have contrasting views on how it is best taught. These views should be considered and incorporated into teaching methods in order to enhance learning and development. Over a six-month consecutive period doctors and medical students in County Durham and Darlington Foundation Trust completed a questionnaire asking them to define professionalism, state where they felt they had learnt about professionalism and how important they feel professionalism is to them. They were also asked to identify how they felt teaching about professionalism was best delivered from a selection of educational resources. The findings highlight major differences between how the material is taught and how students and graduates feel they learn best about professionalism and more research into this field is needed.

The Ecology of Medical Professionalism: Perceived and Emulated, What matters?

“…Majority of students Govindaraja C, Ramachandran G, Ko Ko Min A MedEdPublish https://doi.org/10.15694/mep.2016.000097 in both years preferred learning professionalism by role modeling by teachers as the first choice followed by case studies, lecturers and movies which is in line with the findings of prior research (Akhund et al, 2014;Byszewski et al, 2012;S. R. Cruess et al, 2008;Morreale, Balon, & Arfken, 2011;Ratanawongsa et al, 2006;Riley & Kumar, 2012;Weissmann, Branch, Gracey, Haidet, & Frankel, 2006). Students imbibe professional values from the culture of the learning environment, (Mann, 2011) the teachers, peers and hospital patients to practice in the community, evolving with time, in their professional journey (Johnston, 2006).…”

Professionalism of future medical professionals in Universiti Sultan Zainal Abidin, Malaysia

“…This data has similarity with other studies (Salam et al, 2012b;Swick, 2000). Scholars identified that professionalism is easy to recognize but notoriously difficult to define and poorly understood (Riley and Kumar, 2012;Swick, 2000). This is the place where faculty member must get in to make a clear understanding and prepare students to practice on fundamental concerns of humanistic characteristics of professionalism.…”

Professionalism in Medical Education- Perspectives of Medical Students and Faculty

“…Role models and learning through experience were identified as being the most useful sources for teaching professionalism whereas lectures and online teaching were not felt by many to be valuable resource (Riley S & Kumar N. 2012). In our study students considered observing and modelling and individual mentoring as best teaching strategy while faculty considered Including in evaluation and Observing and modeling as important teaching tools for professionalism and formal teaching was not considered important by both faculty and students.…”

“…According to the doctors and medical students in County Durham and Darlington Foundation Trust Role models and learning through experience were identified as being the most useful sources for teaching professionalism whereas lectures and online teaching were not felt by many to be valuable resources (Riley S & Kumar N. 2012). Teaching of professionalism should integrate with difficulties of medical practice to overcome the apparent strains among medical students (Cuesta-Briand B et al 2014).…”