Is Reflective Ability Associated With Professionalism Lapses During Medical School?

Hoffman, Leslie A.; Shew, Ronald L.; Vu, T. Robert; Brokaw, James J.; Frankel, Richard M.

doi:10.1097/acm.0000000000001094

Cited by 34 publications

(13 citation statements)

References 31 publications

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“…Reflection enables students to actively learn from their experiences (Chambers, Brosnan and Hassell, 2011) and assess a range of knowledge, skills and competencies including: professionalism (Stark et al 2006;Hulsman, Harmsen and Fabriek, 2009;Moniz et al 2015), self-care (Saunders et al 2007;Rakel and Hedgecock 2008;Braun et al 2013), empathy, communication, collaboration, clinical reasoning (Moniz et al 2015) and the social determinants of health (van den Heuvel et al 2014). Medical students' ability to reflect is critical for their professional identify formation (Hoffman et al 2016) and ability to work in complex settings (Koole et al 2012). However, in this study, most students did not appreciate the value of reflection and the link with professional practice.…”

Section: Reflection As a Professional Skillmentioning

confidence: 61%

Exploring the Impact of Assessment on Medical Students’ Learning

Preston

Gratani

Owens

et al. 2019

Assessment & Evaluation in Higher Education

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What and how students learn depend largely on how they think they will be assessed. This study aimed to explore medical students' perception of the value of assessment and feedback on their learning, and how this relates to their examination performance. A mixed methods research design was adopted in which a questionnaire was developed and administered to the students to gain their perceptions of assessments. Perceptions were further explored in focus group discussions. Survey findings were correlated with students' performance data and academic coordinators' perceptions. Students' perceptions of the level of difficulty of different assessments mirrored their performance in examinations, with an improvement observed in clinical assessments as students progressed through their degree. Students recognised that feedback is important to allow improvements and seek more timely, better quality and personalised feedback. Academic coordinators identified that some of the students' suggestions are more realistic than others. Students had a positive attitude towards assessment, but emphasised the need for educators to highlight the relevance of assessment to clinical practice.

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Section: Reflection As a Professional Skillmentioning

confidence: 61%

Exploring the Impact of Assessment on Medical Students’ Learning

Preston

Gratani

Owens

et al. 2019

Assessment & Evaluation in Higher Education

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“…Research-generated profiles of student behaviours are based on two factors: the student's reflectiveness and their adaptability (see Figure 2). Reflective behaviour (listening to feedback and willingness and ability to incorporate it in future behaviour) is the basis of these profiles, as it predicts the future professionalism of a student better than the common engagement behaviours educators tend to denominate Hoffman et al 2016;Krzyzaniak et al 2017;Ainsworth and Szauter 2018). A student's behavioural profile can become apparent over time in different ways: by one teacher observing the student over a period of time; by forward feeding of performance from present teachers to new teachers, or by combining evaluations from different teachers by someone who has an oversight of the assessments.…”

Section: Profiles Of Unprofessional Behaviourmentioning

confidence: 99%

How to identify, address and report students’ unprofessional behaviour in medical school

et al. 2019

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This AMEE guide provides a research overview of the identification of, and responding to unprofessional behaviour in medical students. It is directed towards medical educators in preclinical and clinical undergraduate medical education. It aims to describe, clarify and categorize different types of unprofessional behaviours, highlighting students' unprofessional behaviour profiles and what they mean for further guidance. This facilitates identification, addressing, reporting and remediation of different types of unprofessional behaviour in different types of students in undergraduate medical education. Professionalism, professional behaviour and professional identity formation are three different viewpoints in medical education and research. Teaching and assessing professionalism, promoting professional identity formation, is the positive approach. An inevitable consequence is that teachers sometimes are confronted with unprofessional behaviour. When this happens, a complementary approach is needed. How to effectively respond to unprofessional behaviour deserves our attention, owing to the amount of time, effort and resources spent by teachers in managing unprofessional behaviour of medical students. Clinical and medical educators find it hard to address unprofessional behaviour and turn toward refraining from handling it, thus leading to the 'failure to fail' phenomenon. Finding the ways to describe and categorize observed unprofessional behaviour of students encourages teachers to take the appropriate actions. . She received her MD in 1986, and completed residency training in general practice at the University of Amsterdam in 1990. Marianne worked in general practice for 15 years, combining this work with teaching clerks in the workplace, and from 2001 with other educational activities at the Faculty of Medicine at the VU University. From 2010 onwards, she has been coordinating the educational theme 'Professional behaviour' at the school. Recently, Marianne received her PhD with distinction. Her research explores how educators and peer students perceive and respond to unprofessional behaviours of medical students.Arianne Teherani PhD, is a Professor of role in which she leads design, development, and policy for evaluation of the school's curriculum and programs. Arianne's main research interests are in the areas of professionalism, professional identity formation, and equity in medical education. She has led studies aimed at identification and remediation of unprofessional behaviours, the role of clinical education in shaping the professional identity of learners and teachers, and the role of assessment and learning environment practices in perpetuating educational disparities and interventions aimed at creating equity during medical school. . His current medical education research focuses on generic aspects of (post)graduate training, and on intensive care medicine specifically, including the supervision of national and international PhD students. In addition he performs research in the fields of organ donatio...

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“…Despite the numerous methods, all aim to increase learner's reflective ability. Hoffman et al (12) examined the relationships of reflective ability and professionalism lapses during medical school and suggested that activities that engage student reflection can promote professional behavior. Although researchers cannot reach consensus on the most appropriate method, no study to date has examined the use of simulation to teach, assess, or evaluate medical student professionalism (13).…”

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confidence: 99%

Speaking up: using OSTEs to understand how medical students address professionalism lapses

Tucker

Choby

Moore

et al. 2016

Medical Education Online

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BackgroundObjective-structured teaching encounters (OSTEs) are used across many disciplines to assess teaching ability. The OSTE detailed in this paper assesses 191 fourth-year medical students’ (M4) ability to identify and address lapses in professionalism based on Association of American Medical Colleges’ professionalism competencies. The research questions addressed areHow frequently do M4s address professionalism lapses observed during an OSTE?What factors influence whether M4s provide feedback when they observe professionalism lapses in an OSTE?MethodsStandardized patients (SPs) and standardized learners (SLs) were recruited and trained to participate in a standardized encounter with specific cognitive, social, and behavioral errors, including professionalism lapses. M4s viewed this encounter and then offered feedback to the SL, while remotely observed by faculty. Post-encounter, the SL and faculty completed identical checklists to assess both teaching readiness and ability to address professionalism concerns.ResultsAn analysis of frequencies showed that six of the Association of American Medical Colleges’ nine professional competencies were addressed in the checklist and/or discussed in the focus group. Analysis of transcribed debriefing sessions confirmed that M4s did not consistently address professionalism lapses by their peers.ConclusionsIn focus groups, M4s indicated that, while they noticed professionalism issues, they were uncomfortable discussing them with the SLs. Findings of the current study suggest how medical educators might support learners’ ability to address lapses in professionalism as well as topics for future research.

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Is Reflective Ability Associated With Professionalism Lapses During Medical School?

Cited by 34 publications

References 31 publications

Exploring the Impact of Assessment on Medical Students’ Learning

Exploring the Impact of Assessment on Medical Students’ Learning

How to identify, address and report students’ unprofessional behaviour in medical school

Speaking up: using OSTEs to understand how medical students address professionalism lapses

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