Promoting professional development in medical education: perspectives from the Norwegian medical school in Tromsoe (original) (raw)
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Professionalism in medical education
Teaching and Teacher Education, 2007
Medical professionalism in today's society requires the exhibition of a range of qualities deployed in the service of patients, rather than more traditionally defined aspects such as mastery, autonomy and self-regulation. These qualities incorporate demonstrated clinical competence; aspiring to excellence in practice while demonstrating humility and recognition of personal limitations; exercising professional judgement; and maintaining a fiduciary relationship with patients by the earning and maintenance of trust.
BMC Medical Education
Background This paper proposes a novel approach to the development of competence-oriented higher education, a national transformation aimed at harmonising and digitising undergraduate medical and dental education in Finland. Methods We apply phenomenography as a viable qualitative method for medical education research. To better understand medical teachers’ expectations towards the change in the educational paradigm, we need to study teachers’ experiences of the current practices in undergraduate medical and dental education. The phenomenographic approach facilitates solid links between research, educational development, and change. Results The phenomenographic study maps the qualitatively different ways in which medical teachers experience undergraduate medical and dental education practices. The answers reflect the changing educational paradigm in medical schools, suggesting practical implications for further development of medical and dental education and training. Core content a...
We propose that the various meanings of 'professionalism' in the literature can usefully be grouped as 1) professionalism denoting 'excellence in medical practice' and 2) professionalism as it relates to 'meeting certain standards.' These groupings lead to two complementary pedagogical goals and teaching strategies in terms of inspiration and discernment. These strategies address both the need for an aspirational goal, and for achievable standards in attaining clinical competence, understanding of ethics, and skills in communication. Achieving these standards then provides a base for the eventual expression of professionalism which is understood in terms of virtues—such as excellence, humanism, accountability and altruism. Some of the implications for medicine as a profession are discussed if it is to claim these virtues in professional practice. We suggest that disciplinary issues be dealt with separately from teaching programmes as they relate (in most cases) to a small proportion of students and clinicians who have difficulty in maintaining required standards of professionalism. We illustrate this approach to teaching professionalism by reference to a programme at the Yong Lin Loo School of Medicine in the National University of Singapore.
Professionalism: a framework to guide medical education
Despite considerable advances in the incorporation of professionalism into the formal curriculum, medical students and residents are too often presented with a mechanical, unreflective version of the topic that fails to convey deeper ethical and humanistic aspirations. Some misunderstandings of professionalism are exacerbated by commonly used assessment tools that focus only on superficially observable behaviour and not on moral values and attitudes.Methods Following a selective literature review, we engaged in philosophical ethical analysis to identify the key precepts associated with professionalism that could best guide the development of an appropriately reflective curriculum.ResultsThe key precepts needed for a robust presentation of professionalism can be grouped under two headings: ‘Professionalism as a trust-generating promise’ (representing commitment to patients’ interests, more than a mere business, a social contract, a public and collective promise, and hard work), and ‘Professionalism as application of virtue to practice’ (based on virtue, deeper attitudes rather than mere behaviour, and requiring of practical wisdom).Conclusions These key precepts help students to avoid many common, unreflective misunderstandings of professionalism, and guide faculty staff and students jointly to address the deeper issues required for successful professional identity formation.
Professionalism as inspiration and discernment in educating medical students and trainees
South-East Asian Journal of Medical Education, 2010
We propose that the various meanings of ‘professionalism’ in the literature can usefully be grouped as 1) professionalism denoting ‘excellence in medical practice’ and 2) professionalism as it relates to ‘meeting certain standards.’ These groupings lead to two complementary pedagogical goals and teaching strategies in terms of inspiration and discernment. These strategies address both the need for an aspirational goal, and for achievable standards in attaining clinical competence, understanding of ethics, and skills in communication. Achieving these standards then provides a base for the eventual expression of professionalism which is understood in terms of virtues—such as excellence, humanism, accountability and altruism. Some of the implications for medicine as a profession are discussed if it is to claim these virtues in professional practice. We suggest that disciplinary issues be dealt with separately from teaching programmes as they relate (in most cases) to a small proportion...
Teaching and Learning of Professionalism in Medical Schools
2004
Concerns about professionalism in medicine have made necessary the explicit teaching and learning of ethics, professionalism and personal development. The noble profession of medicine, taken up as a "calling" by those who are expected to put the needs of the patient above their own, appears to have become a fees-for-service business model and trade. Parental expectations, the diminishing sense of
Teaching professionalism in medicine: what, why and how?
Sudanese journal of paediatrics, 2014
The increased attention that "medical professionalism" has received lately exposes the deficit in our educational system and indicates the need for more work to be done to ensure an effective teaching and assessment of this competency. The concerted efforts made by many reputable organizations are great steps in the right direction. Nonetheless, many medical schools are still lagging behind. Literature has been clear about the importance of formal teaching in establishing professional behaviors in the medical school graduates; failing in this regard is certain to have unfavorable outcomes. Furthermore, current literature suggests many teaching strategies and assessment tools that can help in achieving this goal. However, many inadequacies are still there. Teaching professionalism requires, in addition to an explicit core curriculum that spans the continuum of medical education, special efforts in terms of imparting the non cognitive skills as well. Respectable role-models ...
Professionalism as a part of Medical Curriculum: Need of the Hour
Journal of Mahatma Gandhi University of Medical Sciences and Technology
Professionalism in medicine can be viewed as contact between the medical professional and the society. There are no established methods of teaching and valuating professionalism in the traditional medical curriculum. Inculcation of values of medical professionalism requires integration of value and behavior among faculty, non-teaching staff, postgraduate and undergraduate students. Teaching can be enhanced using experimental learning. Various methods include case-based learning, hidden curriculum, role plays, peer-assisted learning. Medical teachers act as role models for students. Assessment should foster an environment for change. There should be an effective feedback and an opportunity for continuous improvement.