Salinas-Miranda AA, Shaffer-Hudkins EJ, Bradley-Klug KL, Monroe AD.The anatomy of the professional lapse: bridging the gap between traditional frameworks and students’ perceptions. Ginsburg S, Regehr G, Stern D, Lingard L.Guidelines for Professionalism, Licensure, and Personal Conduct. Defining professionalism in medical education: a systematic review. Birden H, Glass N, Wilson I, Harrison M, Usherwood T, Nass D.Toward a normative definition of medical professionalism. Overall, integrating a framework for professional identity formation may give students a language to reflect, refine skills, and balance competing forces on the journey of becoming a physician. 25 We suggest potential educational strategies to mitigate these challenges (Table 2). 21 Externally, not being seen as the real doctor interferes with confidence and growth, and the hidden curriculum 22–24 including role-modeling by faculty shape values. Interpersonally, communication remains an area of desired development. Internally, being too much oneself or too little is a challenge of emotional modulation. Our analysis reveals the pervasiveness of professional identity conflicts in medical training. No definition of professionalism was provided, which may have resulted in varying interpretations. This study focuses on a small sample from one medical school involving both third- and fourth-year students and is therefore limited in generalizability. 20 Students conceptualized professionalism as a balance of forces, whether in reconciling the patient’s perspective, maintaining self-awareness in emotionally-demanding situations, or navigating teams. Students’ reflections encompassed patients, as hypothesized, and also displayed how professionalism manifests through inner qualities and within health care systems. This study highlights medical student perspectives on professionalism and broadens our understanding of professional identity formation in training. This improved to 100% interrater agreement after negotiated consensus through feedback and discussion. The initial interrater reliability pooled Cohen’s ϰ score was 0.6 for the first phase and 0.87 for the second phase. Thirteen themes emerged from student responses which were categorized across four domains. We applied a total of 168 codes across 100 transcripts (each transcript receiving at least one code average of 1-2 codes per response). 18 Both raters coded all responses with the last round completed using the stable, finalized codebook. Coding disagreements were subsequently adjudicated through discussion, and the codebook was developed iteratively in each round. The first round of coding was done independently to increase reliability. Using grounded theory, transcripts were coded inductively over four rounds, using open coding to develop comparisons and produce conceptual categories across similar events until thematic saturation was reached. Overall, students’ reflections broaden our understanding of professional identity formation in medical training.Ī resident physician and anthropologist (A.M.) and a family medicine faculty member (E.S.) analyzed the data. Our findings highlight salient professionalism challenges and identity conflicts for medical students and suggest potential educational strategies such as intentional coaching and role-modeling by faculty. Systems challenges include not being seen as the “real doctor” and being shaped by team behaviors through the hidden curriculum. ![]() Interpersonal challenges related to communication and agenda-setting are predominant. While many students conceived of professionalism in relation to patient encounters, they also described how professionalism manifests in inner qualities as well as in health systems. The three most frequently occurring themes were interacting with emotional patients, managing expectations in the encounter, and navigating the trainee role.Ĭonclusions: Medical students view professionalism as a balance of forces. Results: One hundred responses from 106 students generated a total of 168 codes 13 themes emerged across four domains: challenging patients, interpersonal interactions, self-awareness, and health care team dynamics. Methods: Family medicine clerkship students at Stanford University School of Medicine answered the following prompt: “Log a patient encounter in which you experienced a professionalism challenge or improvement opportunity.” We collected and analyzed free-text responses for content and themes using a grounded theory approach. ![]() This study examines attitudes toward professionalism through students’ written reflections. Little research exists on how students perceive professionalism and the barriers they encounter. Background and Objectives: Professionalism is essential in medical education, yet how it is embodied through medical students’ lived experiences remains elusive.
0 Comments
Leave a Reply. |