Sending messages: How faculty influence professionalism teaching and learning

Hawick, Lorraine; Cleland, Jennifer; Kitto, Simon

doi:10.1080/0142159x.2017.1337271

Cited by 15 publications

(20 citation statements)

References 49 publications

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“…As discussed in the introduction to this paper, student engagement is multifactorial and much of the observed disengagement likely results from hidden curriculum influences such as lack of clinical faculty role modelling professional competences and neglect in university assessments (Cribb & Bignold ; Hafferty & Hafler ; Hawick et al . ). It is also possible that the responses obtained in this study simply reflected students’ preferences for learning more overtly clinically useful competences, such as clinical reasoning and communication skills.…”

Section: Discussionmentioning

confidence: 97%

“…A common complaint among medical students about this curriculum area is its lack of relevance to the work of the clinician (Morihara et al 2013). Elements of professional reasoning, including the clinician's approach to resolving professional dilemmas, have also been poorly articulated to students, in part because of clinical faculty themselves receiving little formal education in this area (Stern & Papadakis 2006;Hawick et al 2017). As a result, it appears that compared to the more tangible concepts of clinical reasoning, which emphasise a systematic, learnable process, professional reasoning may appear more elusive to students.…”

Section: Mindset For Learning Ethics/professional Reasoningmentioning

confidence: 99%

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The influences of curriculum area and student background on mindset to learning in the veterinary curriculum: a pilot study

Armitage‐Chan

Maddison

2019

Veterinary Medicine & Sci

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A student's mindset influences their achievement and response to challenge, with a ‘fixed mindset’ encouraging disengagement from challenging tasks and avoidance of learning and feedback opportunities. These behaviours resemble those reported for professional and non‐clinical curriculum areas, which are important for employability and resilience in veterinary practice. Students with a ‘growth mindset’ to learning are more persistent when faced with challenges and actively seek more demanding tasks. They also demonstrate higher levels of psychological well‐being. The objectives of this study were to explore whether variation in veterinary students’ mindset to learning exists across different curriculum areas, and to identify whether students’ backgrounds influence their learning mindset. The mindsets of veterinary students at a UK veterinary school were measured using an adapted version of the Implicit Theories of Intelligence Scale. The survey was constructed to compare mindset in clinical reasoning, professional reasoning (incorporating ethics and critical thinking), communication skills and reflection. More students demonstrated a growth mindset to communication skills (59%), reflection (84%) and clinical reasoning (83%) than to professional reasoning (34%). There were more students with a fixed mindset to professional reasoning (10%) than in other areas (0–5%). Students’ background (international or non‐traditional university access) did not appear to influence mindset to learning. Disengagement from professional studies curricula may be a consequence of students lacking a growth mindset in professional reasoning. Curriculum interventions that encourage engagement and the development of a growth mindset to learning non‐clinical competences may be beneficial.

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Section: Discussionmentioning

confidence: 97%

Section: Mindset For Learning Ethics/professional Reasoningmentioning

confidence: 99%

The influences of curriculum area and student background on mindset to learning in the veterinary curriculum: a pilot study

Armitage‐Chan

Maddison

2019

Veterinary Medicine & Sci

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“…One aspect of our role as dental educators is to support and encourage students to develop these desired norms, values and behaviours so they can demonstrate professional competencies in their working environment and clinical practice. Although scholarship in medical education has made significant inroads in the teaching and assessment of medical professionalism, there is no shared definition of professionalism for medics and dentists. There are few high‐quality empirical studies on its teaching, learning and assessment and associated issues and challenges in dental education and so many dental teaching innovations are inspired by initiatives developed primarily for medics …”

Section: Introductionmentioning

confidence: 99%

Developing a Dental Scrubs Ceremony to define professional identity and teach professionalism to dental undergraduates; lessons learned

Neville

McNally

Waylen

2018

Eur J Dental Education

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Introduction The UK General Dental Council stipulates that professionalism is a key aspect of the teaching and training of dental students. However, dental educators highlight that teaching dental student's professionalism can be challenging and students often rate this teaching activity negatively. This article documents a teaching initiative at one UK Dental School that aimed to strengthen the professionalism curriculum by introducing a Dental Scrubs Ceremony for second‐year students. Materials and method The Dental Scrubs Ceremony is inspired by the White Coat Ceremonies that medical students have in universities in North America. It marks the students’ first step in their professional and clinical development, with the signing of a pledge of conduct and public presentation of dental scrubs to each student. We report student feedback questionnaire data over a three‐year period together with reflections on the merits and limitations of this alternative approach to teaching professionalism. Results Student evaluation data show that the perceived usefulness and worthwhileness of a Dental Scrubs Ceremony have grown since its inception in 2015. Most students enjoyed the symbolism of the ceremony, receiving their dental scrubs in a formal event. However, there was mixed evaluation for its effectiveness to teach professionalism. Conclusion A Dental Scrubs Ceremony is a useful addition to the formal curriculum of professionalism in a dental school. It provides dental students with an opportunity to be inducted into the dental profession as novice dental students starting out on their professional career.

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“…This training takes place both formally and informally. 9,10 Formally, the general surgery clerkship rotation introduces students to surgical disease processes and provides direct interaction with faculty and residents. 11 Informally, this time also allows students a view into the work and life challenges faced by attending surgeons and residents.…”

Section: Introductionmentioning

confidence: 99%

Impact of Medical School Experience on Attrition From General Surgery Residency

Abelson

Wong

Mao

et al. 2018

Journal of Surgical Research

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Medical Undergraduate medical education Clinical clerkship General surgery Residency a b s t r a c t Background: Medical school experience informs the decision to pursue graduate surgical education. However, it is possible that inadequate preparation in medical school is responsible for the high rate of attrition seen in general surgery residency. Materials and methods: We performed a national prospective cohort study of all categorical general surgery interns who entered training in the 2007-2008 academic year. Interns answered questions about their medical school experience and reasons for pursuing general surgery residency. Responses were linked with American Board of Surgery residency completion data. Multivariable logistic regression was used to evaluate the association between medical school experiences and residency attrition.Results: Seven hundred and ninety-two surgery interns participated, and the overall attrition rate was 19.3%. Most interns had performed 8 wk of third year surgery clerkships (53.2% of those who completed versus 49.7% of those who dropped out, P ¼ 0.08). After multivariable adjustment, shorter duration of third year rotations was protective from attrition (OR: 0.53, 95% CI: 0.29-0.99; P ¼ 0.05). There was no difference in attrition based on whether a surgical subinternship was performed (OR: 0.67, 95% CI: 0.38-1.19; P ¼ 0.18).Residents who perceived that their medical school surgical faculty were happy with their careers were less likely to experience attrition (OR: 0.57, 95% CI: 0.34-0.96; P ¼ 0.03), but those who had gotten along well with attending surgeons had higher odds of attrition (OR: 2.93, 95% CI: 1.34-6.39, P < 0.01).Conclusions: Increased quality, rather than quantity, of clerkships is associated with improved rates of residency completion. Learner relationships with positive yet demanding role models were associated with a reduced risk of attrition. ª j o u r n a l o f s u r g i c a l r e s e a r c h d e c e m b e r 2 0 1 8 ( 2 3 2 ) 7 e1 4

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Sending messages: How faculty influence professionalism teaching and learning

Cited by 15 publications

References 49 publications

The influences of curriculum area and student background on mindset to learning in the veterinary curriculum: a pilot study

The influences of curriculum area and student background on mindset to learning in the veterinary curriculum: a pilot study

Developing a Dental Scrubs Ceremony to define professional identity and teach professionalism to dental undergraduates; lessons learned

Impact of Medical School Experience on Attrition From General Surgery Residency

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