Importance of faculty role modelling for teaching professionalism to medical students: Individual versus institutional responsibility

Bashir, Adeela; McTaggart, Irene J.

doi:10.1016/j.jtumed.2021.06.009

Cited by 9 publications

(6 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, for integrated medical ethics teaching, faculty members should teach professional behaviours to students in various educational opportunities through courses as well as act as role models [ 30 ]. The role of medical teachers as creditable role models for students is necessary for teaching professional and ethical behaviours [ 11 , 31 ]. In the study by Bligh et al , the following core competencies were considered required for medical teachers: teaching skills, effective communication skills, professionalism, expert knowledge, and role modeling [ 32 ].…”

Section: Discussionmentioning

confidence: 99%

Mapping the core competencies and entrustable professional activities of medical ethics for faculty members

Mashayekhi

Mafinejad

2023

BMC Med Educ

View full text Add to dashboard Cite

Introduction The present study aimed to develop core competencies and Entrustable Professional Activities (EPAs) for faculty members through participating in faculty development programs in medical ethics. Methods This study included five stages. First, categories and subcategories were extracted based on the literature review and interviews with 14 experts and through inductive content analysis. Second, the content validity of the core competency list was checked by 16 experts using qualitative and quantitative approaches. Third, based on the previous phase, a framework for EPAs was developed by the taskforce in two sessions through consensus. Fourth, the content validity of the list of EPAs was compiled based on a three-point Likert 11 medical ethics experts from necessity and relevance perspectives. Fifth, EPAs were mapped by ten experts to the developed core competencies. Results After conducting the literature review and interviews, 295 codes were extracted, which were further classified into six categories and 18 subcategories. Finally, five core competencies and 23 EPAs were developed. The core competencies include “Teaching medical ethics”, “Research and scholarship in the field of medical ethics”, “Communication skills”, “Moral reasoning”, and “Policy-making, decision-making, and ethical leadership”. Conclusion Medical teachers can be effective in the moralizing healthcare system. Findings showed that faculty members should acquire core competencies and EPAs for proficiently integrating medical ethics into curricula. Faculty development programs can be designed in medical ethics for faculty members to help them to acquire core competencies and EPAs.

show abstract

Section: Discussionmentioning

confidence: 99%

Mapping the core competencies and entrustable professional activities of medical ethics for faculty members

Mashayekhi

Mafinejad

2023

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…The anatomy faculty member should be aware of their role modeling. Role modeling can help students foster resilience for future change, which leads to professionalism and integrity [7,18,[49][50][51][52]. The teachers should adopt ice-breaking methods, use their sense of humor, tell stories, design games, and have friendly chats with students outside the classroom.…”

Section: Second Stepmentioning

confidence: 99%

The blacksmith approach: a strategy for teaching and learning in the medical anatomy course (a qualitative study)

et al. 2022

View full text Add to dashboard Cite

Background: Anatomy is a symbolic, essential core topic and one of the fundamental pillars of medical and paramedical knowledge. Nevertheless, few exploratory data analyses have focused on how students approach learning anatomy. This study examined how students perceive their learning experience during anatomy lessons and how to make a model which promotes their meaningful learning and professional identity. Methods: Using purposive sampling with maximum variation, we conducted a qualitative content analysis at the Shiraz University of Medical Sciences in Iran (2020 to 2021). Twenty-four medical students and twelve faculty members of Iran’s medical science universities were enrolled in the study. The data were collected through semi-structured interviews and analyzed according to the theme. Results: A conceptual model emerged from the data analysis with the main theme called the blacksmith approach, which included Three sub-themes: (1) making a new forge (adequate preparation and mindful beginning), (2) heating the students’ hearts (considering supporting systems that learners need) and (3) using Sledgehammer’s approach (teaching anatomy by using more active methods and engaging all neuroanatomical regions) and (Using fun for enjoyable learning). All the concepts were related to each other. Conclusion: Medical students experience a challenging fundamental evolution into professional doctors. Educational systems focus primarily on teaching and learning, while students’ transition can be facilitated by a three-step model called the Blacksmith Approach. It best serves as an educational framework for any pivotal, preclinical course capable of helping students acquire new roles and tackle challenges. Further research should be conducted to confirm how hard work leads to satisfying results with the opportunity to create enjoyable learning.

show abstract

“…The teachings of ethics are the instructions about the role of values in the relationship of a doctor with patients, colleagues, other providers, and society. [1][2][3] Healthcare professionals come across many ethically difficult situations in their clinical practices and community home healthcare services. 4 The ethical standards remain the same, though the underlying ethical standards of different professions may differ.…”

Section: Introductionmentioning

confidence: 99%

Perception of Ethics and Professionalism Teaching among Dental Professionals at a Teaching Hospital in Karachi

Jawed

Hashmi

Usman

et al. 2023

J Islamabad Med Dental Coll

View full text Add to dashboard Cite

Background: Health care professionals come across many ethically difficult situations in their clinical practices and community; the students should be equipped with skills to resolve ethical and professional issues. Methodology: A cross-sectional study was conducted at Baqai dental college, Karachi. All the faculty members and house officers of the dental teaching hospital were included in the study. The tool used for the data collection was a structured questionnaire, for drawing views of the participants on professionalism and ethics teaching. The survey instrument evaluated two domains; attitudes 25 items, and goals 19 items on ethics and professionalism education. Data were recorded and analyzed in SPSS 24. To compare the responses of both the groups, that is, the house officers and the faculty member’s independent t-test was applied to compare the mean scores. A p-value of ≤ 0.05 was considered significant. Results: The questionnaire was circulated to a total of 157 participants (75 faculty members and 82 house officers) with a 100% response rate. The faculty members and the house officers showed a positive attitude regarding ethics, professionalism, and teachings. The participants agreed with the goals that can be achieved by incorporating professionalism and medical ethics in education. The participant strongly affirmed the learning and teaching of professionalism (4.06 ± 0.989). Conclusion: The realization of the need to teach ethics and professionalism by dental professionals is the first step to bringing change in their daily clinical practice and interpersonal qualities. Keywords: Ethics, Professionalism, “Education, Medical”, “Personality development”, “Social Desirability”.

show abstract

Importance of faculty role modelling for teaching professionalism to medical students: Individual versus institutional responsibility

Cited by 9 publications

References 26 publications

Mapping the core competencies and entrustable professional activities of medical ethics for faculty members

Mapping the core competencies and entrustable professional activities of medical ethics for faculty members

The blacksmith approach: a strategy for teaching and learning in the medical anatomy course (a qualitative study)

Perception of Ethics and Professionalism Teaching among Dental Professionals at a Teaching Hospital in Karachi

Contact Info

Product

Resources

About