The Professionalization of Medical Students: Developing Competence And A Cloak of Competence*

Haas, J. Eugene; Shaffir, William

doi:10.1525/si.1977.1.1.71

Cited by 105 publications

(86 citation statements)

References 15 publications

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“…Medical students must actively manage an impression of competence to successfully portray themselves as a good doctor to their teachers, patients, other students and to convince themselves (Haas and Shaffir 1977). The drive to impress teachers may be heightened because they are also potential employers (Seabrook 2004a).…”

Section: Discussionmentioning

confidence: 99%

“…Notions such as ''doctors must be perfect'' and ''avoidance of uncertainty'' (Haidet and Stein 2006, S17) can result in students concentrating on 'getting it right'. That is, learning to perform to what they think a particular observer expects (Goffman 1959;Haas and Shaffir 1977) or giving answers that the teacher wants to hear, rather than learning for understanding and becoming a safe and effective practitioner. Focusing on getting it right may lead to students pretending, or outright lying, to cover up their mistakes (Benbassat 2013) for fear of appearing inadequate.…”

Section: Discussionmentioning

confidence: 99%

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Students’ reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic

Young

Williamson

Egan

2015

Adv in Health Sci Educ

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Learning environments are a significant determinant of student behaviour, achievement and satisfaction. In this article we use students' reflective essays to identify key features of the learning environment that contributed to positive and transformative learning experiences. We explore the relationships between these features, the students' sense of safety in the learning environment (LE), the resulting learning challenge with which they could cope and their positive reports of the experience itself. Our students worked in a unique simulation of General Practice, the Safe and Effective Clinical Outcomes clinic, where they consistently reported positive experiences of learning. We analysed 77 essays from 2011 and 2012 using an immersion/crystallisation framework. Half of the students referred to the safety of the learning environment spontaneously. Students described deep learning experiences in their simulated consultations. Students valued features of the LE which contributed to a psychologically safe environment. Together with the provision of constructive support and immediate, individualised feedback this feeling of safety assisted students to find their own way through clinical dilemmas. These factors combine to make students feel relaxed and able to take on challenges that otherwise would have been overwhelming. Errors became learning opportunities and students could practice purposefully. We draw on literature from medical education, educational psychology and sociology to interpret our findings. Our results demonstrate relationships between safe learning environments, learning challenge and powerful learning experiences, justifying close attention to the construction of learning environments to promote student learning, confidence and motivation.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Students’ reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic

Young

Williamson

Egan

2015

Adv in Health Sci Educ

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“…There was some recognition that accomplished performances focus on attachments to beliefs in predictability and calculability, learning how 'to communicate' from an 'authoritative angle' (Carr, 2010:19) by assuming a cloak of competence (Haas and Shaffir, 1977):…”

Section: This Is Perhaps Because 'Telling People What They Want To Hementioning

confidence: 99%

Practice makes perfect? Skillful performances in veterinary work

Clarke

Knights

2018

Human Relations

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Is vetting a craft that must be learned due to the limitations of scientific discipline, or simply a question of practice makes perfect? This question arose from our empirical research on Veterinary surgeons (vets), who we found were often struggling with the divergence between the precise and unambiguous knowledge underlying the training and the unpredictability and imprecision of their everyday practices. These are comparatively underexplored issues insofar as the literature on vets tends to be descriptive and statistical, focusing primarily on clinical matters and associated human-animal interactions. Our cliché title has a question mark because while many vets remain embedded in the disciplined 'certainties' and causal regularities within their training, in practice this ordered world is rarely realised, and they are faced with indeterminacy where the 'perfect' solution eludes them. Vets often turn these unrealistic ideals of expertise back in on themselves, thus generating doubt and insecurity for any failure in their practices. In analysing vets' experiences, we pay attention to the anatomical models of science, where linear causal analysis is expected to provide orderly and predictable outcomes or 'right' answers to problems, as well as notions of expertise that turn out to be illusory.

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“…As Cahill (1999) noted in his study of the professional development of funeral directors, there have been many studies that have focused on the professional socialization of medical students (e.g., Becker et al, 1961;Fox, 1957;Haas andShaffir, 1977, 1982;Broadhead, 1983); others have focused on cooks (Fine, 1985), lawyers (Granfield, 1992), teachers (Lortie, 1968), clergy (Kleinman, 1984), nurses (Davis, 1968;Simpson, 1967), and social workers (Loeske and Cahill, 1986). However, there has been little empirical research examining the professional socialization of sociologists (but see Kleinman, 1983;Keith and Moore, 1995).…”

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confidence: 99%

Sociology as a vocation: Reputations and group cultures in graduate school

Ferrales

Fine

2005

Am Soc

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Graduate training in sociology involves more than meeting organizationally imposed demands such as satisfying departmental requirements, taking exams, and completing a dissertation. More central is the development of identity through institutional and interactional forces. We examine the experience of graduate students as tied to the social psychological processes associated with professional training. We consider the faculty-student relationship, identifying how student identities as future sociologists are negotiated and constructed within a reputation market linked to status politics. Through this process, graduate students construct frames of interpretation that make sense of a status system in which criteria for evaluation are often variable, uncertain, or undisclosed. To recognize how graduate students fit into their occupational routines, we build upon three core disciplinary constructs: identity, reputation, and group culture. This perspective permits graduate education to be grounded in sociological understandings, underlining the role of a sociological imagination. We propose strategies that sociology departments might follow to facilitate the professional socialization of graduate students, emphasizing the establishment of group culture and presentational norms. In the absence of these changes, we offer advice to graduate students on navigating their current programs.You wish me to speak about "Science as a Vocation." Now, we political economists have a pedantic custom, which I should like to follow, of always beginning with the external conditions. In this case, we begin with the question: What are the conditions of science as

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The Professionalization of Medical Students: Developing Competence And A Cloak of Competence*

Cited by 105 publications

References 15 publications

Students’ reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic

Students’ reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic

Practice makes perfect? Skillful performances in veterinary work

Sociology as a vocation: Reputations and group cultures in graduate school

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