The Power of Being Professional

Montigny, Gerald A. J. de

doi:10.3138/9781442657502-017

Cited by 20 publications

(9 citation statements)

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“…Here, ‘knowledge production’ also draws attention to a profession’s ability to define and control what is ‘true’ about broad fundamental concepts such as what constitutes health, sickness and treatment. As de Montigny 27 put it, there is power in being a professional, and this power is realised in several ways, the first of which is ‘through the processes of formal education which teach students how to see and how to think about the world’ and which are subsequently reproduced and reinforced in day‐to‐day interactions ‘as individuals work together and build relations of trust and mutual reliance inside the logic and sensibilities of organisational life’.…”

Section: Professionalism As Means and Affect Of Social Controlmentioning

confidence: 99%

Sociological interpretations of professionalism

2009

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CONTEXT Professionalism is a hot topic in medical education, yet there is debate about what professionalism actually is. The reason is that medical educators primarily frame professionalism as a list of characteristics or behaviours. However, many sociologists of the professions favour more explanatory theories that incorporate political, economic and social dimensions into understanding of the nature and function of professionalism.OBJECTIVES This paper reviews a range of approaches used in the sociology of the professions to support the argument that medical education needs to reframe its priorities for research into, and the development of, professionalism in medical education. METHODSThe literature on the sociology of the professions was reviewed and summarised in relation to medical education.CONCLUSIONS A focus on individual characteristics and behaviours alone is insufficient as a basis on which to build further understanding of professionalism and represents a shaky foundation for the development of educational programmes and tools. Contemporary sociological literature on professionalism should have greater prominence in this domain.the cross-cutting edge

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Section: Professionalism As Means and Affect Of Social Controlmentioning

confidence: 99%

Sociological interpretations of professionalism

2009

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“…They adopt ways of being influenced by discourses from experts whose authority is based on rationality. These convey unofficial rules, implicit values, benefits and attitudes which are subsequently reproduced and reinforced in day-today interactions (de Montigny 1995). Individuals are encouraged to scrutinise themselves for signs of pathology (Foucault 1982;Hodges 2004;Hodgson 2005).…”

Section: Practice Pointsmentioning

confidence: 99%

The formation of professional identity in medical students: Considerations for educators

2012

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Context: Medical education is about more than acquiring an appropriate level of knowledge and developing relevant skills. To practice medicine students need to develop a professional identity -ways of being and relating in professional contexts. Objectives: This article conceptualises the processes underlying the formation and maintenance of medical students' professional identity drawing on concepts from social psychology. Implications: A multi-dimensional model of identity and identity formation, along with the concepts of identity capital and multiple identities, are presented. The implications for educators are discussed. Conclusions: Identity formation is mainly social and relational in nature. Educators, and the wider medical society, need to utilise and maximise the opportunities that exist in the various relational settings students experience. Education in its broadest sense is about the transformation of the self into new ways of thinking and relating. Helping students form, and successfully integrate their professional selves into their multiple identities, is a fundamental of medical education.

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“…This is often mediated by powerful discourses and the practices that describe them. These convey unofficial rules, implicit values, benefits and attitudes which are subsequently reproduced and reinforced in day-to-day interactions (de Montigny 1995). This is a form of regulatory power, which is dispersed throughout the social networks of the medical profession.…”

Section: Discussionmentioning

confidence: 99%