Personal growth in medical faculty: a qualitative study

Kern, David E.; Wright, Scott M.; Carrese, Joseph A.; Lipkin, Mack; Simmons, J. M. P.; Novack, Dennis H.; Kalet, Adina; Frankel, Richard M.

doi:10.1136/ewjm.175.2.92

Cited by 56 publications

(57 citation statements)

References 21 publications

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“…They could explore the loneliness of the dying patient, and the enormous rewards to the caregiver, as well as benefits to the patient of spending time with him or her. 8,9 Kern et al, 56 describing self-defined personal growth among a selected group of highly motivated faculty teachers, observed a sequence of transformative learning similar to that described by Mezirow. 38 This excerpt from a practicing physician's narrative read to a group of physicians who were participating in a workshop on meaningful experiences in medicine suggests how one learns from such a process:…”

Section: Transformative Learning In Medical Educationmentioning

confidence: 66%

“…Repeated engagement in exercises built around critical incident reports like the one quoted above provides group support and opportunities for reflection conforming to transformative learning theory. 9,38,39,56 Additional theories suggest to me that using critical incident reports assists students in grappling with developmental issues. The themes that underlie many critical incident reports relate to moral and psychologic development in young adulthood as described by Erickson, Kohlberg, Gilligan, and Fowler.…”

Section: Transformative Learning In Medical Educationmentioning

confidence: 99%

“…Because students, residents, and practicing physicians are forever learning from meaningful patient-encounters, I picture wise professionals continuing to benefit from the new discoveries they make as they work. [8][9][10]39,56,81,82 …”

Section: Final Commentsmentioning

confidence: 99%

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Use of critical incident reports in medical education

Branch

2005

J Gen Intern Med

118

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Critical incident reports are now being widely used in medical education. They are short narrative accounts focusing on the most important professional experiences of medical students, residents, and other learners. As such, critical incident reports are ideally suited for addressing values and attitudes, and teaching professional development. This manuscript describes critical incident reports and gives examples of their use, provides a theoretical underpinning that explains their effectiveness, and describes the educational impacts of critical incident reports and similar methods that use reflective learning. The author recommends critical incident reports as an especially effective means to address learners' most deeply held values and attitudes in the context of their professional experiences.

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Section: Transformative Learning In Medical Educationmentioning

confidence: 66%

Section: Transformative Learning In Medical Educationmentioning

confidence: 99%

See 1 more Smart Citation

Use of critical incident reports in medical education

Branch

2005

J Gen Intern Med

118

View full text Add to dashboard Cite

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“…Some of the experiences we discussed, including connecting with patients and gaining an understanding of the physicians' role, parallel stories written by students, housestaff, and attendings about their most meaningful patient on an inpatient rotation (22), and by physicians during a personal growth interest group (23). Housestaff found patient relationships to be healing at the end of their stressful residency training (24).…”

Section: Discussionmentioning

confidence: 99%

What Do Doctors Find Meaningful about Their Work?

et al. 2003

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Although medical practice has always been difficult and the risk for burnout close at hand, most practitioners have found that the joys and satisfaction of their work have prevailed over the challenges, enabling them to sustain a lifelong commitment to service. Thirteen years ago, we began to conduct workshops to help practitioners reflect on their own experiences in practice and discover and explicitly identify what it is about the practice of medicine that is meaningful to them. We believed that with a clear understanding of what nourished and sustained them, clinicians could attend more consciously and intentionally to enhancing that which was meaningful and attenuating that which was depleting.Over the ensuing years, the question of meaning in medical practice has acquired greater urgency (1). Rapid changes in the structure and process of health care have altered doctors' roles, prerogatives, and financial compensation and have left many doctors feeling besieged (2). Their attention increasingly has been given over to the business of medicine and to bureaucratic procedures that do not contribute directly to improving health. A growing number of physicians are leaving practice prematurely through early retirement and disability (3,4). The opportunity to recognize and reconnect with what is most meaningful about practice may be remoralizing to doctors and may help them advocate for their needs more clearly. Such an understanding may also help the leaders and managers of health care organizations access professional roles and clinical processes that allow physicians to maintain their vitality.

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“…This physician's awareness and thoughtful reflection on the issue represent critical steps in promoting professionalism and professional growth. [19][20][21] Some might argue that the best way to address ethical concerns is to eliminate the phenomenon that gives rise to such situations. For example, strict prohibition of grateful patient philanthropy would eradicate the ethical concerns identified in this paper.…”

Section: Discussionmentioning

confidence: 99%

Ethical Concerns Related to Grateful Patient Philanthropy: The Physician’s Perspective

et al. 2012

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BACKGROUND: Philanthropic contributions to academic medical centers from grateful patients support research, patient care, education, and capital projects. The goal of this study was to identify the ethical concerns associated with philanthropic gifts from grateful patients. METHODS: A qualitative study design was selected. Investigators conducted in-depth semi-structured interviews with 20 Department of Medicine physicians at Johns Hopkins who were identified by Development Office staff as experienced and successful in this realm-those having relationships with multiple patients who have made philanthropic contributions. Interview transcripts were independently coded by two investigators. Content analysis identified several themes related to ethical concerns. RESULTS: Eighteen informants (90 %) were Associate Professors or Professors; two (10 %) were females. Four thematic domains emerged related to ethical concerns associated with philanthropy from grateful patients: (i) impact of gift on the doctor-patient relationship; (ii) gift acquisition considered beyond the physician's professional role; (iii) justice and fairness; and (iv) vulnerability of patients. Despite acknowledging at least one of the aforementioned concerns, eleven physician informants (55 %) expressed the view that there were no ethical issues involved with grateful patient philanthropy. CONCLUSIONS: In this paper, we report that physicians involved in grateful patient philanthropy are aware of, and in some cases troubled by, the ethical concerns related to this activity. Further studies could examine how best to prepare faculty for the challenges that may accompany these gifts so as to help them maintain expected professional and ethical standards when accepting grateful patient philanthropy.

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Personal growth in medical faculty: a qualitative study

Cited by 56 publications

References 21 publications

Use of critical incident reports in medical education

Use of critical incident reports in medical education

What Do Doctors Find Meaningful about Their Work?

Ethical Concerns Related to Grateful Patient Philanthropy: The Physician’s Perspective

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