Hypothesis: the hospital learning environment impedes students’ acquisition of reflectivity and medical professionalism

Benbassat, Jochanan

doi:10.1007/s10459-018-9818-1

Cited by 13 publications

(13 citation statements)

References 60 publications

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“…Although numerous previous studies have shared experiences with curricula on medical professionalism, medical ethics, community services, medical humanities, and communication skills, and have addressed the necessity of character education [6-10], it is difficult to find studies directly dealing with the current problems in character education and suggesting alternatives for medical education. In order for medical students to develop an identity as a doctor, their academic, clinical, and patient-related competencies are all important, and these 3 factors must be well-balanced [11].…”

Section: Introductionmentioning

confidence: 99%

Identification and evaluation of the core elements of character education for medical students in Korea

Hur

Lee

2019

J Educ Eval Health Prof

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Purpose: Medicine requires uniquely high levels of motivation, ethics, and altruistic values and behavior. This study was conducted to redefine character education in medical education and to identify and evaluate the core elements of physicians’ character.Methods: A 3-round Delphi survey was conducted among professors of medical education, physicians, experts from nursing schools, and a head nurse in Korea. A consultant group (CG) was formed to prepare the Delphi survey, discuss the research results, and set directions for future initiatives. The 3 rounds of the Delphi survey were conducted between September 2018 and February 2019.Results: From the first-round Delphi survey, which inquired about the 10 key character elements required for medical students, a total of 420 elements were collected. The top 10 categories were selected and classified. After the second and third rounds of the Delphi consensus process and a series of CG meetings, the following 8 core categorical elements were identified: service and sacrifice, empathy and communication, care and respect, honesty and humility, responsibility and calling, collaboration and magnanimity, creativity and positivity, and patience and leadership. The average score of medical graduates for the core elements ranged from 2.45 to 3.46 (standard deviation, 0.23–0.60) on a 5-point Likert scale.Conclusion: Eight core categorical elements of the character of medical students were identified. The results of this study can be used as a reference for establishing the goals and desired outcomes of character education at the level of undergraduate or graduate medical education.

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Section: Introductionmentioning

confidence: 99%

Identification and evaluation of the core elements of character education for medical students in Korea

Hur

Lee

2019

J Educ Eval Health Prof

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“…"Sometimes I treat more than 200 patients a day and have a variety of other intensive work, resulting in almost no time for my research." (M, 33 years) Education (n = 7, 6%) Medical students face a plethora of practical clinical problems [30]. As a result of the lack of su cient professionalism training in college, these problems become di cult to deal with in practice, and they need help [31].…”

Section: Resultsmentioning

confidence: 99%

“…All the interviewed physicians were from tertiary hospitals. Medical students face a plethora of practical clinical problems [30]. As a result of the lack of su cient professionalism training in college, these problems become di cult to deal with in practice, and they need help [31].…”

Section: Resultsmentioning

confidence: 99%

Physician Reported Challenges to Medical Professionalism: A Qualitative Study of Clinicians From Northern China

Liu¹,

Zhao²,

Ding³

et al. 2021

Preprint

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BackgroundDespite efforts to promote professionalism among physicians, many studies have confirmed the ongoing prevalence of unprofessional behaviours in medicine and alluded to the challenges to professionalism that physicians may encounter. Physicians may regularly witness unprofessional events and may even participate in unprofessional practices. Therefore, the current study aims to identify common challenges to professionalism and physicians’ priorities when coping with such challenges，in hopes of shedding light on the East Asian environment with respect to physician professionalism. MethodsFive focus groups were conducted with a total of 49 clinical physicians from two tertiary hospitals in Shenyang, the largest city in northern China. Socio-demographic data were obtained through a brief questionnaire, and participants were de-identified after being linked to verbal data from the focus groups. Focus group interviews were audio-recorded and later transcribed and subjected to an inductive thematic analysis.ResultsA content analysis of the focus groups demonstrated that common professionalism challenges could be classified into five categories, namely: patients and their families (38%), society (22%), peers or teams (21%), institutions (13%), and education (n = 6%). Physicians failed to find current remediation measures, such as, discussing with supervisors, or reporting challenges to hospital or health authorities very effective.ConclusionsThe current study suggests that challenges from patients and their families contributed the most to professionalism challenges in the hospitals in northern China. In terms of the systematic reform of medical education and the healthcare delivery system, health authorities and hospital administrators should aim at addressing challenges to physician professionalism by building up a protective atmosphere.

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“…It is imperative for both faculty and students to understand that misinterpretations and uncertainties are inevitable in clinical practice as the presentation of a clinical condition differs from individual to individual and so does the provision of care. It was suggested by Perry that empathetic teachers in a clinical environment who admit their uncertainty in a given clinical situation helps students in the much-needed transition from right-wrong dichotomy to acceptance of uncertainties 14 . Furthermore, the authoritarian attitude of teachers towards students has the unwanted consequence of the attitude being adopted by students towards their patients.…”

Section: Discussionmentioning

confidence: 99%

Qualitative evaluation of learning environment in Indian teaching dental institutions from the students’ perspective using focus group interviews

Chandu¹,

Pachava²,

Baddam³

et al. 2021

Popul. Med.

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INTRODUCTIONThe perspectives of students towards their learning environment has seldom been in introspect in Indian dental institutions, which are against the advocacy of international dental education working groups. The aim of this study is to document students' perceptions of their learning environment in two of the thirteen teaching dental institutions in the state of Andhra Pradesh, India. METHODS This qualitative study, involving focus group interviews, was conducted among undergraduate dental students in two teaching dental institutions in the state of Andhra Pradesh. Theoretical sampling was done with concurrent conduct of purposive sampling for focus group interviews and two researchers who participated in the presession were involved in moderating the interviews, which consisted of groups of six to eight participants. All the focus group interviews were audio-taped and transcribed. The transcripts were analyzed using general inductive approach to extract themes. RESULTS Problems in lectures and in the clinical learning environment, dissatisfaction with evaluation processes and poor academic drive were identified as the major themes responsible for negative learning outcomes. Some of the responses given by the students highlighted their disinclination towards receiving feedback and emphasized the need to move away from the authoritarian approach in teacher-student interactions. Evaluation is a major domain where reforms are necessary, as opined by the students. CONCLUSIONS The perspectives of students towards the learning environment has seldom been in introspect in Indian dental institutions, which may have a substantial negative impact on students' attitudes and efficiency.

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Hypothesis: the hospital learning environment impedes students’ acquisition of reflectivity and medical professionalism

Cited by 13 publications

References 60 publications

Identification and evaluation of the core elements of character education for medical students in Korea

Identification and evaluation of the core elements of character education for medical students in Korea

Physician Reported Challenges to Medical Professionalism: A Qualitative Study of Clinicians From Northern China

Qualitative evaluation of learning environment in Indian teaching dental institutions from the students’ perspective using focus group interviews

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