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Learning professionalism: perspectives of preclinical medical students.
Acad Med. 2009 May; 84(5):574-81.AM

Abstract

PURPOSE

To identify and examine how students respond to and engage with formal professionalism teaching strategies, and what factors outside the formal curriculum may influence professional development.

METHOD

Individual semistructured interviews were conducted with 56 students completing the preclinical curriculum at the University of Washington School of Medicine in 2004 and 2005. Interviews were recorded, transcribed, and analyzed using qualitative methods.

RESULTS

Students identified role modeling as an important modality for learning professionalism, even during their preclinical years. Role models included classroom faculty and peers, in addition to physicians in clinical settings. Small-group discussions and lectures helped some students identify and analyze the professional behaviors they observed, but they elicited negative responses from others. Students believed their professionalism derived from values, upbringing, and experiences prior to medical school. Some students reflected on their evolving professionalism while working directly with patients.

CONCLUSIONS

Medical schools should ensure that students are exposed to excellent role models-ideally, faculty who can articulate the ideals of professionalism and work with students longitudinally in clinical settings. Lectures about professionalism may alienate rather than inspire students. Students' premedical experiences and values influencing professionalism should be acknowledged and appreciated. Bedside teaching and reflection on students' inner experience as they begin to work directly with patients deserve further exploration as opportunities to teach professionalism.

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Authors+Show Affiliations

Baernstein A
Department of Medicine, University of Washington School of Medicine, Seattle, Washington, USA. abaer@u.washington.edu
Oelschlager AM
No affiliation info available
Chang TA
No affiliation info available
Wenrich MD
No affiliation info available

MeSH

CurriculumEducation, Medical, UndergraduateHumansInterviews as TopicMentorsModels, EducationalProfessional CompetenceStudents, Medical

Pub Type(s)

Journal Article

Language

eng

PubMed ID

19704189

Citation

Baernstein, Amy, et al. "Learning Professionalism: Perspectives of Preclinical Medical Students." Academic Medicine : Journal of the Association of American Medical Colleges, vol. 84, no. 5, 2009, pp. 574-81.
Baernstein A, Oelschlager AM, Chang TA, et al. Learning professionalism: perspectives of preclinical medical students. Acad Med. 2009;84(5):574-81.
Baernstein, A., Oelschlager, A. M., Chang, T. A., & Wenrich, M. D. (2009). Learning professionalism: perspectives of preclinical medical students. Academic Medicine : Journal of the Association of American Medical Colleges, 84(5), 574-81. https://doi.org/10.1097/ACM.0b013e31819f5f60
Baernstein A, et al. Learning Professionalism: Perspectives of Preclinical Medical Students. Acad Med. 2009;84(5):574-81. PubMed PMID: 19704189.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Learning professionalism: perspectives of preclinical medical students. AU - Baernstein,Amy, AU - Oelschlager,Anne-Marie E Amies, AU - Chang,Tina A, AU - Wenrich,Marjorie D, PY - 2009/8/26/entrez PY - 2009/8/26/pubmed PY - 2009/9/29/medline SP - 574 EP - 81 JF - Academic medicine : journal of the Association of American Medical Colleges JO - Acad Med VL - 84 IS - 5 N2 - PURPOSE: To identify and examine how students respond to and engage with formal professionalism teaching strategies, and what factors outside the formal curriculum may influence professional development. METHOD: Individual semistructured interviews were conducted with 56 students completing the preclinical curriculum at the University of Washington School of Medicine in 2004 and 2005. Interviews were recorded, transcribed, and analyzed using qualitative methods. RESULTS: Students identified role modeling as an important modality for learning professionalism, even during their preclinical years. Role models included classroom faculty and peers, in addition to physicians in clinical settings. Small-group discussions and lectures helped some students identify and analyze the professional behaviors they observed, but they elicited negative responses from others. Students believed their professionalism derived from values, upbringing, and experiences prior to medical school. Some students reflected on their evolving professionalism while working directly with patients. CONCLUSIONS: Medical schools should ensure that students are exposed to excellent role models-ideally, faculty who can articulate the ideals of professionalism and work with students longitudinally in clinical settings. Lectures about professionalism may alienate rather than inspire students. Students' premedical experiences and values influencing professionalism should be acknowledged and appreciated. Bedside teaching and reflection on students' inner experience as they begin to work directly with patients deserve further exploration as opportunities to teach professionalism. SN - 1938-808X UR - https://www.unboundmedicine.com/medline/citation/19704189/Learning_professionalism:_perspectives_of_preclinical_medical_students_ L2 - https://doi.org/10.1097/ACM.0b013e31819f5f60 DB - PRIME DP - Unbound Medicine ER -