Professional Integrity and the Role of Medical Students in Professional Self-Regulation

Coverdale, John; Roberts, Laura Weiss; Balon, Richard; Beresin, Eugene V.; Louie, Alan K.; Guerrero, Anthony P. S.; Brenner, Adam M.; McCullough, Laurence B.

doi:10.1007/s40596-016-0534-y

Cited by 13 publications

(10 citation statements)

References 43 publications

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“…It is likely this culture of medicine itself that propels students to fear approaching superiors—in this case, nurses and physicians—to question certain behaviors (Coverdale et al 2016). Directly approaching a health care provider for a behavior that threatens patient safety also removes any anonymity for the medical student, and a fear of disciplinary action or humiliation as a result of confrontation may explain our finding.…”

Section: Discussionmentioning

confidence: 99%

Same behavior, different provider: American medical students' attitudes toward reporting risky behaviors committed by doctors, nurses, and classmates

Aggarwal

Kheriaty²

2017

AJOB Empirical Bioethics

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The bioethics literature lacks findings about medical students' attitudes toward reporting risky behaviors that can cause error or reduce the perceived quality of health care. A survey was administered to 159 medical students to assess their likelihood to directly approach and to report various providers-a physician, nurse, or medical student-for three behaviors (poor hand hygiene, intoxication, or disrespect of patients). For the same behavior, medical students were significantly more likely to approach a classmate, followed by a nurse and then a doctor (p < .0001), to ask for behavioral modification. Across all three health care provider types, medical students were most likely to report intoxication (p < .0001). Medical students' willingness to approach or report a provider for a risky or unprofessional behavior is influenced by the type of health care provider in question. Medical schools should implement patient safety curricula that alleviate fears about reporting superiors and create anonymous reporting systems to improve reporting rates.

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Section: Discussionmentioning

confidence: 99%

Same behavior, different provider: American medical students' attitudes toward reporting risky behaviors committed by doctors, nurses, and classmates

Aggarwal

Kheriaty²

2017

AJOB Empirical Bioethics

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“…Adherence to these obligations enables patients to trust their physicians intellectually and morally [49][50][51]. We have utilized this framework in two recent editorials in Academic Psychiatry [52,53] by describing how the four fundamental virtues inform about the professional obligations of medical students and about the role of maturity in learning medicine.…”

Section: Professional Responsesmentioning

confidence: 99%

What Are Some Stressful Adversities in Psychiatry Residency Training, and How Should They Be Managed Professionally?

et al. 2019

Self Cite

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“…Within PIF, salient concepts describing the interface between the realm of ethics and human behavior include moral resilience , 8 defined as the “capacity to sustain or restore moral integrity in response to moral complexity, confusion, distress, or setbacks; 9 moral integrity as a “core value” guiding action; 10,11 and moral agency as one’s capacity to act upon one’s moral values and ability to give reasons for it 12 when confronted with such issues of moral complexity and/or confusion.…”

Section: Introductionmentioning

confidence: 99%

COVID-19 era healthcare ethics education: Cultivating educational and moral resilience

Wald

Monteverde

2021

Nurs Ethics

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The COVID-19 pandemic crisis has had profound effects on global health, healthcare, and public health policy. It has also impacted education. Within undergraduate healthcare education of doctors, nurses, and allied professions, rapid shifts to distance learning and pedagogic content creation within new realities, demands of healthcare practice settings, shortened curricula, and/or earlier graduation have also challenged ethics teaching in terms of curriculum allotments or content specification. We propose expanding the notion of resilience to the field of ethics education under the conditions of remote learning. Educational resilience starts in the virtual classroom of ethics teaching, initially constituted as an “unpurposed space” of exchange about the pandemic’s challenging impact on students and educators. This continuously transforms into “purposed space” of reflection, discovering ethics as a repertory of orientative knowledge for addressing the pandemic’s challenges on personal, professional, societal, and global levels and for discovering (and then addressing) that the health of individuals and populations also has moral determinants. As such, an educational resilience framework with inherent adaptability rises to the challenge of supporting the moral agency of students acting both as professionals and as global citizens. Educational resilience is key in supporting and sustaining professional identify formation and facilitating the development of students’ moral resilience and leadership amid moral complexity and potential moral transgression—not only but especially in times of pandemic.

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Professional Integrity and the Role of Medical Students in Professional Self-Regulation

Cited by 13 publications

References 43 publications

Same behavior, different provider: American medical students' attitudes toward reporting risky behaviors committed by doctors, nurses, and classmates

Same behavior, different provider: American medical students' attitudes toward reporting risky behaviors committed by doctors, nurses, and classmates

What Are Some Stressful Adversities in Psychiatry Residency Training, and How Should They Be Managed Professionally?

COVID-19 era healthcare ethics education: Cultivating educational and moral resilience

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