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Student and resident perspectives on professionalism: beliefs, challenges, and suggested teaching strategies

Salinas-Miranda, Abraham A ; Shaffer-Hudkins, Emily J ; Bradley-Klug, Kathy L ; Monroe, Alicia D H

International journal of medical education, 10 May 2014, Vol.5, pp.87-94 [Peer Reviewed Journal]

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  • Title:
    Student and resident perspectives on professionalism: beliefs, challenges, and suggested teaching strategies
  • Author: Salinas-Miranda, Abraham A ; Shaffer-Hudkins, Emily J ; Bradley-Klug, Kathy L ; Monroe, Alicia D H
  • Subjects: Medical Professionali ; Curriculum Development ; Focus Groups ; Medical Residents ; Medical Students ; Education, Medical ; Internship and Residency -- Organization & Administration ; Professional Competence -- Standards ; Students, Medical -- Psychology
  • Is Part Of: International journal of medical education, 10 May 2014, Vol.5, pp.87-94
  • Description: The purpose of this study was to investigate the views of medical students and residents regarding the practice of professionalism, their perceived challenges, and ideas for the development of a new curriculum in medical professionalism. Data were collected from four focus groups comprised of 27 residents and medical students recruited from the University of South Florida Morsani School of Medicine and Residency Programs between January and March 2012. A questioning protocol was used to guide the focus group discussion. Data were transcribed for thematic analysis. Learners expressed beliefs regarding key attributes of professional behaviors, factors perceived to be associated with lapses of professional behavior, skills that need to be taught, and strategies to teach professionalism from the learners' perspective. Learners perceived that the values of professionalism are often disconnected from the reality evidenced in clinical training due to a myriad of personal and contextual challenges. Residents and students need help in negotiating some of the challenges to medical professionalism that are encountered in clinical settings. We recommend a learner's centered model of curriculum development in medical professionalism that takes into consideration perceived challenges and strategies for modeling and reinforcing medical professionalism.
  • Language: English
  • Identifier: E-ISSN: 2042-6372 ; PMID: 25341217 Version:1 ; DOI: 10.5116/ijme.5334.7c8d

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