In the eye of the beholder: Student perspectives on professional roles in practice

Medical Education

Volumn 47, Issue 4, 2013, Pages 397-407

  Bennett, Deirdre ^a   Mccarthy, Marian ^b   O'Flynn, Siun ^a   Kelly, Martina ^a  

^a UNIVERSITY COLLEGE CORK   (Ireland)

^b UNIVERSITY COLLEGE CORK   (Ireland)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; ARTICLE; CURRICULUM; EVALUATION; FEMALE; HEALTH PERSONNEL ATTITUDE; HUMAN; MALE; MEDICAL EDUCATION; MEDICAL STUDENT; PHYSICIAN ATTITUDE; PROFESSIONAL STANDARD; PSYCHOLOGICAL ASPECT; STANDARD;

ADULT; ATTITUDE OF HEALTH PERSONNEL; CURRICULUM; EDUCATION, MEDICAL, UNDERGRADUATE; FEMALE; HUMANS; MALE; PHYSICIAN'S ROLE; PROFESSIONAL ROLE; STUDENTS, MEDICAL; YOUNG ADULT;

EID: 84875021258     PISSN: 03080110     EISSN: 13652923     Source Type: Journal    
DOI: 10.1111/medu.12114     Document Type: Article

References (47)

1. General Medical Council. Tomorrow's Doctors. Outcomes and Standards for Undergraduate Medical Education. London: GMC 2009.
2. World Federation for Medical Education. WFME Global Standards for Quality Improvement in Medical Education. European Specifications for Basic and Postgraduate Medical Education and Continuing Professional Development. Copenhagen: WFME 2007.
3. Frank JR. The CanMEDS 2005 Physician Competency Framework. Better Standards. Better Physicians. Better Care. Ottawa, ON: Royal College of Physicians and Surgeons of Canada 2005.
4. General Medical Council. Good Medical Practice. London: GMC 1995.
5. Medical Council of Ireland. The Eight Domains of Good Professional Practice. Dublin: MCI 2010.
6. Scheele F, Teunissen P, van Luijk S et al. Introducing competency-based postgraduate medical education in the Netherlands. Med Teach 2008;30:248-53.
7. Hodges BD, Ginsburg S, Cruess R et al. Assessment of professionalism: recommendations from the Ottawa 2010 Conference. Med Teach 2011;33 (5):354-63.
8. Lave J, Wenger E. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press 1991;29.
9. Coulehan J. Today's professionalism: engaging the mind but not the heart. Acad Med 2005;80:892-8.
10. Hafferty FW, Franks R. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med 1994;69 (11):861-71.
11. Lempp H, Seale C. The hidden curriculum in undergraduate medical education: qualitative study of medical students' perceptions of teaching. BMJ 2004;329:770-3.
12. Haidet P, Dains JE, Paterniti DA, Hechtel L, Chang T, Tseng E, Rogers JC. Medical student attitudes toward the doctor-patient relationship. Med Educ 2002;36 (6):568-74.
13. Hilton SR, Slotnick HB. Proto-professionalism: how professionalisation occurs across the continuum of medical education. Med Educ 2005;39 (1):58-65.
14. Fischer MA, Mazor KM, Baril J, Alper E, DeMarco D, Pugnaire M. Learning from mistakes. Factors that influence how students and residents learn from medical errors. J Gen Intern Med 2006;21 (5):419-23.
15. Schön DA. Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass 1987;3-7.
16. Harris IB. Conceptual perspectives and the formal curriculum. In: Hafler JP, ed. Extraordinary Learning in the Workplace. Dordrecht; Heidelberg; London; NewYork, NY: Springer 2011;3-16.
17. Billett S. Sociogeneses, activity and ontogeny. Cult Psychol 2003;9 (2):133-69.
18. Billett S. Subjectivity, self and personal agency in learning through and for work. In: Malloch M, Cairns L, Evans K, O'Connor B, eds. The Sage Handbook of Workplace Learning. London: Sage Publications 2011;60-72.
19. Billett S. Towards a workplace pedagogy: guidance, participation and engagement. Adult Educ Q 2002;53:27-43.
20. Sfard A. On two metaphors for learning and the dangers of choosing just one. Educ Res 1998;27 (2):4-13.
21. Daelmans HEM, Hoogenboom RJI, Donker AJM, Scherpbier AJJA, Stehouwer CDA, van der Vleuten CPM. Effectiveness of clinical rotations as a learning environment for achieving competences. Med Teach 2004;26 (4):305-12.
22. Yardley S, Teunissen PW, Dornan T. Experiential learning: AMEE Guide No. 63. Med Teach 2012;34 (2):102-15.
23. Swanwick T. Informal learning in postgraduate medical education: from cognitivism to culturism. Med Educ 2005;39:859-65.
24. Mezirow J. On critical reflection. Adult Educ Q 1998;3:185-98.
25. Schön DA. The Reflective Practitioner. How Professionals Think in Action. Farnham: Ashgate 1983;125.
26. Eggly S, Brennan S, Wiese-Rometsch W. Once when I was on call... Theory versus reality in training for professionalism. Acad Med 2005;80:371-5.
27. Karnieli-Miller O, Vu TR, Holtman MC, Clyman SG, Inui TS. Medical students' professionalism narratives: a window on the informal and hidden curriculum. Acad Med 2010;85:124-33.
28. Lamiani G, Leone D, Meyer EC, Moja EA. How Italian students learn to become physicians: a qualitative study of the hidden curriculum. Med Teach 2012;33 (12):989-96.
29. Charon R. Narrative Medicine: Honouring the Stories of Illness. Oxford: Oxford University Press 2006;156.
30. Moon J. Reflection in Learning and Professional Development: Theory and Practice. Abingdon: Taylor and Francis 1999;128.
31. Clandinin DJ, Cave M-T. Creating pedagogical spaces for developing doctor professional identity. Med Educ 2008;42:765-70.
32. Lillevang G, Bugge L, Beck H, Joost-Rethans J, Ringsted C. Evaluation of a national process of reforming curricula in postgraduate medical education. Med Teach 2009;31 (6):260-6.
33. Cohen L, Manion L, Morrison K. Approaches to Qualitative Data Analysis. Research Methods in Education. New York, NY: Routledge 2007;475-91.
34. Boud D, Walker D. Promoting reflection in professional courses: the challenge of context. Stud High Educ 1998;23 (2):191-206.
35. Monrouxe L. Solicited audio diaries in longitudinal narrative research: a view from inside. Qual Res 2009;9:81-103.
36. Baernstein A, Fryer-Edwards K. Promoting reflection on professionalism: a comparison trial of educational interventions for medical students. Acad Med 2003;78:742-7.
37. Fryer-Edwards K, Pinsky L, Robins L. The use of portfolios to assess professionalism. In: Stern DT, ed. Measuring Medical Professionalism. New York, NY: Oxford University Press 2006;213-34.
38. Gordon J. Assessing students' personal and professional development using portfolios and interviews. Med Educ 2003;37 (4):335-40.
39. Mann KV, Gordon J, Macleod A. Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ 2009;14:595-621.
40. Rademakers JJDM, de Rooy N, ten Cate OThJ. Senior medical students' appraisal of CanMEDS competencies. Med Educ 2007;41:990-4.
41. Verma S, Flynn L, Seguin R. Faculty's and residents' perceptions of teaching and evaluating the role of Health Advocate: a study at one Canadian university. Acad Med 2005;80:103-8.
42. Ringsted C, Hansen TL, Davis D, Scherpbier A. Are some of the challenging aspects of the CanMEDSroles valid outside Canada? Med Educ 2006;40: 807-15.
43. Flynn L, Verma S. Fundamental components of a curriculum for residents in health advocacy. Med Teach 2008;30:178-83.
44. Brown JS, Collins A, Deguid P. Situated cognition and the culture of learning. Educ Res 1989;18:32-42.
45. Kenny NP, Mann KY, MacLeod H. Role modelling in physicians' professional formation: reconsidering an essential but untapped educational strategy. Acad Med 2003;78:1203-10.
46. Oandasan I, Reeves S. Key elements for interprofessional education. Part 1: the learner, the educator and the learning context. J Interprof Care 2005;19 (Suppl 1):21-38.
47. Suchman AL, Williamson PR, Litzelman D, Frankel RM, Mossbarger MBA, Inui TS. Toward an informal curriculum that teaches professionalism: transforming the social environment of a medical school. J Gen Intern Med 2004;19:501-4.