'Is that normal?' Pre-clerkship students' approaches to professional dilemmas

Medical Education

Volumn 45, Issue 4, 2011, Pages 362-371

  Ginsburg, Shiphra ^a   Lingard, Lorelei ^b  

^a UNIVERSITY OF TORONTO   (Canada)

^b UNIVERSITY OF WESTERN ONTARIO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CLINICAL EDUCATION; COHORT ANALYSIS; DECISION MAKING; DOCTOR PATIENT RELATION; HEALTH PERSONNEL ATTITUDE; HUMAN; MEDICAL EDUCATION; METHODOLOGY; PROFESSIONAL COMPETENCE; STANDARD; TEACHING; UTILIZATION REVIEW; VIDEORECORDING;

ATTITUDE OF HEALTH PERSONNEL; CLINICAL CLERKSHIP; COHORT STUDIES; DECISION MAKING; EDUCATION, MEDICAL, UNDERGRADUATE; HUMANS; PHYSICIAN-PATIENT RELATIONS; PROFESSIONAL COMPETENCE; TEACHING; VIDEOTAPE RECORDING;

EID: 79952670610     PISSN: 03080110     EISSN: 13652923     Source Type: Journal    
DOI: 10.1111/j.1365-2923.2010.03903.x     Document Type: Article

References (39)

1. Ginsburg S, Regehr G, Hatala R, McNaughton N, Frohna A, Hodges B, Lingard L, Stern DT. Context, conflict, and resolution: a new conceptual framework for evaluating professionalism. Acad Med 2000;75 (10Suppl):6-11.
2. Hafferty FW, Levinson D. Moving beyond nostalgia and motives: towards a complexity science view of medical professionalism. Perspect Biol Med 2008;51 (4):599-615.
3. Ginsburg S, Kachan N, Lingard L. Before the white coat: perceptions of professional lapses in the pre-clerkship. Med Educ 2005;39 (1):12-9.
4. Rudy DW, Elam CL, Griffith CH. Developing a stage-appropriate professionalism curriculum. Acad Med 2001;76 (5):503-4.
5. Feudtner C, Christakis DA, Christakis NA. Do clinical clerks suffer ethical erosion? Students' perceptions of their ethical environment and personal development. Acad Med 1994;69:670-9.
6. Reddy ST, Farnan JM, Yoon JD, Leo T, Upadhyay GA, Humphrey HJ, Arora VM. Third-year medical students' participation in and perceptions of unprofessional behaviours. Acad Med 2007;10 (Suppl):35-9.
7. Hilton SR, Slotnick HB. Proto-professionalism: how professionalisation occurs across the continuum of medical education. Med Educ 2005;39 (1):58-65.
8. Quaintance JL, Arnold L, Thompson GS. What students learn about professionalism from faculty stories: an 'appreciative inquiry' approach. Acad Med 2010;85 (1):118-23.
9. O'Sullivan AJ, Toohey SM. Assessment of professionalism in undergraduate medical students. Med Teach 2008;30 (3):280-6.
10. Blue AV, Crandall S, Nowacek G, Luecht R, Chauvin S, Swick H. Assessment of matriculating medical students' knowledge and attitudes towards professionalism. Med Teach 2009;31 (10):928-32.
11. Ginsburg S, Regehr G, Stern DT, Lingard L. The anatomy of the professional lapse: bridging the gap between traditional frameworks and students' perceptions. Acad Med 2002;77 (6):516-22.
12. Ginsburg S, Regehr G, Lingard L. To be and not to be: the paradox of the emerging professional stance. Med Educ 2003;37 (4):350-7.
13. Lingard L, Garwood K, Szauter K, Stern DT. The rhetoric of rationalisation: how students grapple with professional dilemmas. Acad Med 2001;10 (Suppl):45-7.
14. Goldie J, Schwartz L, McConnachie A, Jolly BC, Morrison J. Can students' reasons for choosing set answers to ethical vignettes be reliably rated? Development and testing of a method. Med Teach 2004;26 (8):713-8.
15. Ginsburg S, Regehr G, Mylopoulos M. From behaviours to attributions: further concerns regarding the evaluation of professionalism. Med Educ 2009;43 (5):414-25.
16. Tsai T, Harasym PH, Coderre S, McLaughlin K, Donnon T. Assessing ethical problem solving by reasoning rather than decision making. Med Educ 2009;43 (12):1188-97.
17. Ginsburg S, Regehr G, Lingard L. The disavowed curriculum: understanding students' reasoning in professionally challenging situations. J Gen Intern Med 2003;18 (12):1015-22.
18. Ginsburg S, Regehr G, Mylopoulos M. Reasoning when it counts: students' rationales for action on a professionalism exam. Acad Med 2007;10 (Suppl):40-3.
19. Charmaz K. Reconstructing theory in grounded theory studies. In: Constructing Grounded Theory: A Practical Guide through Qualitative Analysis. London: Sage Publications 2006;123-51.
20. Creswell JW. Data collection. In: Qualitative Inquiry and Research Design. Thousand Oaks, CA: Sage Publications 1998;109-35.
21. Creswell JW. Data analysis and representation. In: Qualitative Inquiry and Research Design. Thousand Oaks, CA: Sage Publications 1998;139-65.
22. Maxwell J. Using numbers in qualitative research. Qualitative Inquiry 2010;16 (6):475-82.
23. Monrouxe LV. Identity, identification and medical education: why should we care? Med Educ 2010;44 (1):40-9.
24. Beagan BL. 'Even if I don't know what I'm doing I can make it look like I know what I'm doing': becoming a doctor in the 1990s. Can Rev Sociol 2001;38 (3):275-92.
25. Haas J, Shaffir W. Becoming Doctors: The Adoption of a Cloak of Competence. Greenwich, Conn.: JAI Press 1991.
26. Kasman DL, Fryer-Edwards K, Braddock CH. Educating for professionalism: trainees' emotional experiences on IM and pediatrics inpatient wards. Acad Med 2003;78 (7):730-41.
27. Pitkala KH, Mantyranta T. Professional socialisation revised: medical students' own conceptions related to adoption of the future physician's role - a qualitative study. Med Teach 2003;25 (2):155-60.
28. Hren D, Vujaklija A, Ivanisevic R, Knezevic J, Marusic M, Marusic A. Students' moral reasoning, Machiavellianism and socially desirable responding: implications for teaching ethics and research integrity. Med Educ 2006;40 (3):269-77.
29. Geller G, Faden RR, Levine DM. Tolerance for ambiguity among medical students: implications for their selection, training and practice. Soc Sci Med 1990;31 (5):619-24.
30. Rogers JC, Coutts L. Do students' attitudes during pre-clinical years predict their humanism as clerkship students? Acad Med 2000;75 (10Suppl):74-7.
31. Lingard L, Garwood K, Schryer CF, Spafford MM. A certain art of uncertainty: case presentation and the development of professional identity. Soc Sci Med 2003;56 (3):603-16.
32. Merrill JM, Camacho Z, Laux LF, Lorimor R, Thornby JI, Vallbona C. Uncertainties and ambiguities - measuring how medical students cope. Med Educ 1994;28 (4):316-22.
33. Morton KR, Worthley JS, Nitch SR, Lamberton HH, Loo LK, Testerman JK. Integration of cognition and emotion: a post-formal operations model of physician-patient interaction. J Adult Dev 2001;7 (3):151-60.
34. Patenaude J, Niyonsenga T, Fafard D. Changes in students' moral development during medical school: a cohort study. CMAJ 2003;168 (7):840-4.
35. Fischer KW. A theory of cognitive development: the control and construction of hierarchies of skills. Psychol Rev 1980;87:477-531.
36. Kitchener KS, Lynch CL, Fischer KW, Wood PK. Developmental range of reflective judgement: the effect of contextual support and practice on developmental stage. Dev Psychol 1993;29:893-906.
37. Coles C. Developing professional judgement. J Contin Educ Health Prof 2002;22 (1):3-10.
38. Ginsburg S, Lingard L. Using reflection and rhetoric to understand professional behaviours. In: Stern DT, ed. Measuring Medical Professionalism, 1st edn. New York, NY: Oxford University Press 2006;195-212.
39. Ginsburg S, Lingard L, Regehr G, Underwood K. Know when to rock the boat: how faculty rationalise students' behaviours. J Gen Intern Med 2008;23 (7):942-7.