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Chen F, Belgique ST, Canter C, Boscardin CK, Willie C, Mitchell JD, Sullivan K, Martinelli SM. Unprofessionalism in anesthesiology: A qualitative study on classifying unprofessional behavior in anesthesiology residency education. J Clin Anesth 2024; 95:111429. [PMID: 38460412 DOI: 10.1016/j.jclinane.2024.111429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2023] [Revised: 01/16/2024] [Accepted: 02/24/2024] [Indexed: 03/11/2024]
Abstract
STUDY OBJECTIVE This study aims to identify the domains that constitute behaviors perceived to be unprofessional in anesthesiology residency training programs. DESIGN Qualitative study. SETTING Anesthesiology residency training programs. PATIENTS Not applicable. The participants involved residents, fellows, and faculty members purposefully sampled in four US-based anesthesiology residency programs. INTERVENTIONS Participants were asked to submit examples of unprofessional behavior they witnessed in anesthesiology residents, fellows, or faculty members via a Qualtrics link. MEASUREMENTS Not applicable. The behavior examples were independently reviewed and categorized into themes using content analysis. MAIN RESULTS A total of 116 vignettes were collected, resulting in a final list of 111 vignettes after excluding those that did not describe behavior exhibited by anesthesiology faculty or trainees. Fifty-eight vignettes pertained to unprofessional behaviors observed in faculty members and 53 were observed in trainees (residents and fellows). Nine unprofessionalism themes emerged in the analysis. The most common themes were VERBAL, SUPERVISION, QUALITY, ENGAGEMENT, and TIME. As to the distribution of role group (faculty versus trainee) by theme, unprofessional behaviors falling into the categories of BIAS, GOSSIP, LEWD, and VERBAL were observed more in faculty; whereas themes with unprofessional behavior primarily attributed to trainees included ENGAGEMENT, QUALITY, TIME, and SUPERVISION. CONCLUSION By reviewing reported professionalism-related vignettes within residency training programs, we identified classification descriptors for defining unprofessional behavior specific to anesthesiology residency education. Findings from this study enrich the definition of professionalism as a multi-dimensional competency pertaining to anesthesiology graduate medical education. This framework may facilitate preventative intervention and timely remediation plans for unprofessional behavior in residents and faculty.
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Affiliation(s)
- Fei Chen
- Department of Anesthesiology, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599, United States.
| | | | - Courtney Canter
- Department of Anesthesiology, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599, United States
| | - Christy K Boscardin
- Department of Anesthesiology and Perioperative Care, University of California San Francisco, San Francisco, CA, 94143, United States
| | - Chelsea Willie
- Department of Anesthesiology, Medical College of Wisconsin, Milwaukee, WI, 53226, United States
| | - John D Mitchell
- Department of Anesthesiology, Pain Management, and Perioperative Care, Henry Ford Health, Detroit, MI, 48105, United States; Department of Anesthesiology, Michigan State University College of Human Medicine, Grand Rapids, MI, 49503, United States
| | - Kristina Sullivan
- Department of Anesthesiology and Perioperative Care, University of California San Francisco, San Francisco, CA, 94143, United States
| | - Susan M Martinelli
- Department of Anesthesiology, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599, United States
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Shi Y, Gao H, Yan Y, Li X, Ping W, Yang H, Du Y. Career choice motivation and professionalism in medical students in China: a gender-stratified analysis. BMJ Open 2024; 14:e083073. [PMID: 38858138 PMCID: PMC11168141 DOI: 10.1136/bmjopen-2023-083073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/12/2023] [Accepted: 04/04/2024] [Indexed: 06/12/2024] Open
Abstract
OBJECTIVE To examine the associations between career choice motivation and professionalism among medical students based on gender in the context of COVID-19. DESIGN Cross-sectional study. SETTING The study was conducted at a medical school in China. METHODS A total of 1421 second-year to fourth-year medical students participated in the survey using cluster sampling. They were asked to complete questionnaires on demographic information, career choice motivation and professionalism. Linear regression models were used to analyse the relationship between career choice motivations and professionalism based on gender differences. RESULTS Female medical students outperformed males in professionalism (p<0.001). Third-year medical students have the lowest level of professionalism irrespective of gender. In addition, females have more intrinsic career choice motivation than males. Students motivated by personal interest had the highest level of professionalism, while those who go with the flow had the lowest. According to the linear regression analysis, the motivation advice from parents was the factor of professionalism in male medical students (p<0.05). However, the motivation go with the flow negatively influenced the professionalism of female medical students (p<0.05). CONCLUSION The level of professionalism differed between genders based on different career choice motivations. Career choice motivation can be used as an entry point for professionalism education among medical students. Targeted interventions should be implemented to improve professionalism, especially for male medical students and unmotivated students.
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Affiliation(s)
- Yan Shi
- School of Humanities and Social Sciences, Shanxi Medical University, Taiyuan, China
- Department of Public Health and Preventive Medicine, Changzhi Medical College, Changzhi, China
| | - Hunmin Gao
- School of Public Health, Shanxi Medical University, Taiyuan, China
| | - Yumeng Yan
- School of Public Health, Shanxi Medical University, Taiyuan, China
| | - Xue Li
- School of Public Health, Shanxi Medical University, Taiyuan, China
| | - Weiwei Ping
- Department of Health Management, Changzhi Medical College, Changzhi, China
| | - Hui Yang
- Department of Public Health and Preventive Medicine, Changzhi Medical College, Changzhi, China
| | - Yiqian Du
- Department of Public Health and Preventive Medicine, Changzhi Medical College, Changzhi, China
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Mokhachane M, Wyatt T, Kuper A, Green-Thompson L, George A. Graduates' Reflections on Professionalism and Identity: Intersections of Race, Gender, and Activism. TEACHING AND LEARNING IN MEDICINE 2024; 36:312-322. [PMID: 37334670 DOI: 10.1080/10401334.2023.2224306] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2022] [Accepted: 05/05/2023] [Indexed: 06/20/2023]
Abstract
Phenomenon: Professionalism as a construct is weaponized to police and punish those who do not fit the norm of what a medical professional should look like or behave, more so when medical professionals in training engage in protests for social justice. In addition, professionalism silences trainees, forcing them not to question anything that looks or feels wrong in their eyes. Socialization in medicine, in both the undergraduate and postgraduate training spaces, poses challenges for contemporary medical professionals who are expected to fit the shape of the 'right kind of doctor.' Intersectionality seems to impact how medical trainees experience professionalism, be it intersections of gender, race, how they dress or adorn themselves, how they carry themselves and who they identify as. Although there is literature on the challenges pertaining to professionalism, not much has been written about the weaponization of professionalism in medical training, particularly in the South African context. There is also a paucity of data on experiences of professionalism during or after social upheaval. Approach: This is part of a study that explored the experiences of professionalism of five medical trainees during protests and after protests, extending into their postgraduate training. The main study had 13 participants, eight students and five graduates, who were all interviewed in 2020, five years after the #FeesMustFall protests. For the five postgraduate participants, we looked at how gender, race, hairstyles, adornment, and protests played out in the experiences of professionalism as medical trainees at a South African university. We employed a qualitative phenomenological approach. An intersectional analytical lens was used in analyzing the transcripts of the five graduate participants. Each transcript was translated as the story of that participant. These stories were compared, looking for commonalities and differences in terms of their experiences. Findings: The participants, four males (three Black and one white) and one Black female, were victimized or judged based on their activism for social justice, gender, and race. They were made to feel that having African hairstyles or piercings was not professional. Insights: Society and the medical profession has a narrow view of what a doctor should look like and behave - it should not be someone who wears their hair in locks, has body piercing, or is an activist, least of all if she is a woman, as professionalism is used as a weapon against all these characteristics. Inclusivity should be the norm in medical education.
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Affiliation(s)
- Mantoa Mokhachane
- Unit of Undergraduate Medical Education, University of the Witwatersrand, Faculty of Health Sciences, Johannesburg, Gauteng, South Africa
| | - Tasha Wyatt
- Centre for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
| | - Ayelet Kuper
- Department of Medicine and The Wilson Centre, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Lionel Green-Thompson
- Faculty of Health Sciences, University of Cape Town, Observatory, Western Cape, South Africa
| | - Ann George
- Centre for Health Science Education, University of the Witwatersrand, Faculty of Health Sciences, Johannesburg, Gauteng, South Africa
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Shaull L, Martin PC, Bunin J, Wyatt TR. Professionalism Policies and Practices as Experienced by First-Generation Medical Students, Residents, and Physicians. TEACHING AND LEARNING IN MEDICINE 2024:1-12. [PMID: 38713767 DOI: 10.1080/10401334.2024.2345394] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/10/2023] [Accepted: 04/05/2024] [Indexed: 05/09/2024]
Abstract
Phenomenon: While professionalism is largely understood to be complex and dynamic, it is oftentimes implemented as if it were static and concrete. As a result, policies and practices reflect dominant historical norms of the medical profession, which can cause tension for trainees from marginalized groups. One such group comprises those who identify as first-generation physicians - those whose parents have not earned an associate's degree or higher. This group is highly diverse in terms of gender, race, ethnicity, and socioeconomic status; however, their experiences with institutional professionalism policies and practices has not yet been fully explored. In this study, our aims were to understand the ways in which these participants experience professionalism, and to inform how professionalism can be more inclusively conceptualized. Approach: In November 2022-March 2023, we conducted semi-structured interviews with 11 first-generation medical students, residents, and physicians and analyzed select national and institutional professionalism policies in relation to key themes identified in the interviews. The interviews were designed to elicit participants' experiences with professionalism and where they experienced tension and challenges because of their first-gen identity. Data were analyzed using thematic analysis through a critical perspective, focused on identifying tensions because of systemic and historical factors. Findings: Participants described the ways in which they experienced tension between what was written, enacted, desirable, and possible around the following elements of professionalism: physical appearance; attendance and leaves of absence; and patient care. They described a deep connection to patient care but that this joy is often overshadowed by other elements of professionalism as well as healthcare system barriers. They also shared the ways in which they wish to contribute to changing how their institutions conceptualize professionalism. Insights: Given their unique paths to and through medicine and their marginalized status in medicine, first-generation interviewees provided a necessary lens for viewing the concept of professionalism that has been largely absent in medicine. These findings contribute to our understanding of professionalism conceptually, but also practically. As professionalism evolves, it is important for institutions to translate professionalism's complexity into educational practice as well as to involve diverse voices in refining professionalism definitions and policies.
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Affiliation(s)
- Lynn Shaull
- Academic Affairs, Association of American Medical Colleges, Washington, District of Columbia, USA
| | - Paolo C Martin
- Department of Health Professions Education, Uniformed Services University, Bethesda, Maryland, USA
| | - Jessica Bunin
- Department of Health Professions Education, Uniformed Services University, Bethesda, Maryland, USA
| | - Tasha R Wyatt
- Department of Health Professions Education, Uniformed Services University, Bethesda, Maryland, USA
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Lorenzo M, Bailly P, Lépine C. Should we add patients in concordance of judgment learning tool panels? - An analysis between patients and primary care physicians. MEDICAL TEACHER 2024; 46:697-704. [PMID: 37917989 DOI: 10.1080/0142159x.2023.2274285] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/04/2023]
Abstract
INTRODUCTION The Concordance of Judgment Learning Tool (CJLT) has been developed for distance asynchronous learning of professionalism in health sciences education. The learning of professionalism is induced by a student's comparison of their own responses with those of the panel members. Whilst CJLT programs typically include same profession experts in their panels, we believe that they could also include patients. Accordingly, we conducted a study aimed at comparing CJLT response patterns between two groups of primary care physicians (PCPs) and patients. METHODS We conducted a mixed prospective study of responses to a CJLT program based on a group of PCPs and a group of patients: an analysis of the response patterns of the two groups and a qualitative analysis of justifications. RESULTS A total of 110 participants were included in the study: 70 patients and 40 PCPs. We found a significant difference in response patterns between the PCP and patient groups for nine of the fifteen questions (60%). The qualitative analysis of justifications between groups allowed us to comprehend patients' views on the professionalism of PCPs. CONCLUSIONS Including patients in CJLT panels can enrich the feedback offered to students in these online training programs.
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Affiliation(s)
- Mathieu Lorenzo
- Department of General practice, Faculty of Medicine, Strasbourg, France
- Centre for Training and Research in Health Sciences Education (CFRPS), Faculty of Medicine, Strasbourg, France
| | - Pierre Bailly
- Department of General practice, Faculty of Medicine, Strasbourg, France
| | - Camille Lépine
- Department of General practice, Faculty of Medicine, Strasbourg, France
- Centre for Training and Research in Health Sciences Education (CFRPS), Faculty of Medicine, Strasbourg, France
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Cunningham IM, Gormley M, Neville P. Contemporary dental student professionalism: moving towards a macro-level perspective. Br Dent J 2024; 236:631-636. [PMID: 38671122 PMCID: PMC11052704 DOI: 10.1038/s41415-024-7297-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Revised: 11/17/2023] [Accepted: 11/24/2023] [Indexed: 04/28/2024]
Abstract
Defining professionalism and developing educational interventions that foster and assess student professionalism are integral to dental education. Nevertheless, conceptual, methodological and pedagogic differences define the academic field, leaving students, educators and the profession itself struggling to make meaningful progress on how best to elicit and monitor dental student professionalism. This article proposes that more progress can be made on this important issue when a contextualised, sociological assessment of dentistry and dental professionalism is undertaken. We contend that identifying some of the socio-cultural demands in UK dental students' lives, and acknowledging how these pressures shape their interactions with the UK dental education system, provides a nuanced and contemporaneous understanding of what it means to be an oral health care professional at a time of social and health care upheaval. Dental educators can use this insight to work towards being more understanding of and responsive to dental student professional development.
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Affiliation(s)
| | - Mark Gormley
- Consultant Senior Lecturer in Oral Surgery, Bristol Dental School, University of Bristol, UK
| | - Patricia Neville
- Senior Lecturer, Bristol Dental School, University of Bristol, UK
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Maristany D, Hauer KE, Leep Hunderfund AN, Elks ML, Bullock JL, Kumbamu A, O'Brien BC. The Problem and Power of Professionalism: A Critical Analysis of Medical Students' and Residents' Perspectives and Experiences of Professionalism. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:S32-S41. [PMID: 37983394 DOI: 10.1097/acm.0000000000005367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/11/2023]
Abstract
PURPOSE Professionalism has historically been viewed as an honorable code to define core values and behaviors of physicians, but there are growing concerns that professionalism serves to control people who do not align with the majority culture of medicine. This study explored how learners, particularly those from historically marginalized groups, view the purpose of professionalism and how they experience professionalism as both an oppressive and valuable force. METHOD The authors conducted a qualitative study with a critical orientation. In 2021 and 2022, they interviewed fourth-year medical students and senior residents at 3 institutions about their perceptions and experiences of professionalism. After cataloguing participants' stories, the authors combined critical theory with narrative and thematic analysis to identify mechanisms by which professionalism empowered or disempowered individuals or groups based on identities. RESULTS Forty-nine trainees (31 medical students and 18 senior residents from multiple specialties) participated in interviews; 17 identified as a race/ethnicity underrepresented in medicine and 15 as people of color not underrepresented in medicine. Their stories, especially those of participants underrepresented in medicine, identified professionalism as an oppressive, homogenizing force that sometimes encoded racism through various mechanisms. These mechanisms included conflating differences with unprofessionalism, enforcing double standards of professionalism, and creating institutional policies that regulated appearance or hindered advocacy. Participants described deleterious consequences of professionalism on their learning and mental health. However, participants also described useful aspects of professionalism as a means of advocating for marginalized groups. Additionally, participants described how they reconceived professionalism to include their own identities and values. CONCLUSIONS Trainees, especially those from historically marginalized groups, experience professionalism as a restrictive, assimilative force while also finding value in and constructive adaptations for professionalism. Understanding both the destructive and empowering aspects of professionalism on individual and institutional levels can help improve the framing of professionalism in medical education.
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Affiliation(s)
- Daniela Maristany
- D. Maristany is assistant professor, Department of Medicine, University of California, San Francisco, San Francisco, California; ORCID: https://orcid.org/0009-0000-3928-3608
| | - Karen E Hauer
- K.E. Hauer is associate dean for competency assessment and professional standards and professor, Department of Medicine, University of California, San Francisco School of Medicine, San Francisco, California; ORCID: https://orcid.org/0000-0002-8812-4045
| | - Andrea N Leep Hunderfund
- A.N. Leep Hunderfund is associate professor of neurology and medical director, Office of Applied Scholarship and Education Science, Mayo Clinic College of Medicine and Science, Rochester, Minnesota; ORCID: https://orcid.org/0000-0002-7784-504X
| | - Martha L Elks
- M.L. Elks is professor of medical education and senior associate dean of educational affairs, Morehouse School of Medicine, Atlanta, Georgia; ORCID: https://orcid.org/0000-0003-2239-025X
| | - Justin L Bullock
- J.L. Bullock is a research fellow, Division of Nephrology, Department of Medicine, University of Washington, Seattle, Washington; ORCID: https://orcid.org/0000-0003-4240-9798
| | - Ashok Kumbamu
- A. Kumbamu is assistant professor of biomedical ethics, Mayo Clinic Alix School of Medicine, Rochester, Minnesota; ORCID: https://orcid.org/0000-0003-2538-2618
| | - Bridget C O'Brien
- B.C. O'Brien is professor of medicine and education scientist, Department of Medicine and Center for Faculty Educators, University of California, San Francisco School of Medicine, San Francisco, California; ORCID: https://orcid.org/0000-0002-3050-0108
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Russel SM, Carter TM, Wright ST, Hirshfield LE. How Do Academic Medicine Pathways Differ for Underrepresented Trainees and Physicians? A Critical Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:00001888-990000000-00537. [PMID: 37556817 PMCID: PMC10834859 DOI: 10.1097/acm.0000000000005364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/11/2023]
Abstract
PURPOSE Academic medicine faces difficulty recruiting and retaining a diverse workforce. The proportion of medical students who are underrepresented in medicine (URiM) is smaller than the proportion of URiM's in the general population, and these numbers worsen with each step up the academic medicine ladder. Previously known as the "leaky pipeline," this phenomenon may be better understood as disparate "pathways with potholes," which acknowledges the different structural barriers that URiM trainees and faculty face in academic medicine. This critical scoping review analyzed current literature to determine what variables contribute to the inequitable "pathways and potholes" URiM physicians experience in academic medicine. METHOD The authors combined scoping review methodology with a critical lens. The comprehensive search strategy used terms about academic medicine, underrepresented groups, and leaving academic medical careers. One reviewer conducted screening, full text review, and data extraction while in consultation with members of the research team. Data extraction focused on themes related to pathways and potholes, such as attrition, recruitment, and retention in academic medicine. Themes were iteratively merged, and quality of contribution to the field and literature gaps were noted. RESULTS Included papers clustered into attrition, recruitment, and retention. Those pertaining to attrition noted that URiM faculty are less likely to get promoted even when controlling for scholarly output, and a hostile work environment may exacerbate attrition. Recruitment and retention strategies were most effective when multi-pronged approaches changed every step of the recruitment and promotion processes. CONCLUSIONS These studies provide examples of various "potholes" that can affect representation in academic medicine of URiM trainees and faculty. However, only a few studies examined the link between isolating and hostile work environments, the so-called "chilly climate," and attrition from academic medicine. Understanding these concepts is key to producing the most effective interventions to improve diversity in medicine.
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Affiliation(s)
- Sarah M Russel
- S.M. Russel is a third-year resident physician, Department of Otolaryngology/Head & Neck Surgery, University of North Carolina, Chapel Hill, North Carolina; ORCID: https://orcid.org/0000-0001-9299-8047
| | - Taylor M Carter
- T.M. Carter is a fourth-year resident physician, Department of Surgery, University of North Carolina, Chapel Hill, North Carolina, and a surgical education fellow, University of Utah, Salt Lake City, Utah
| | - Sarah T Wright
- S.T. Wright is a librarian, Health Sciences Library, University of North Carolina, Chapel Hill, North Carolina
| | - Laura E Hirshfield
- L.E. Hirshfield is The Dr. Georges Bordage Medical Education Faculty Scholar and associate professor of medical education and sociology, Department of Medical Education, University of Illinois College of Medicine, Chicago, Illinois; ORCID: https://orcid.org/0000-0003-0894-2994
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Øvretveit J. Equity, empathy, and diagnostic competence: Can medical education meet all expectations? MEDICAL EDUCATION 2023; 57:14-17. [PMID: 36286337 DOI: 10.1111/medu.14961] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Revised: 10/10/2022] [Accepted: 10/17/2022] [Indexed: 06/16/2023]
Affiliation(s)
- John Øvretveit
- Health Improvement, Implementation and Evaluation, Medical Management Centre, The Karolinska Institutet, Stockholm, Sweden
- Research and Development, Region Stockholm Healthcare, Stockholm, Sweden
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Veen M, de la Croix A. How to Grow a Professional Identity: Philosophical Gardening in the Field of Medical Education. PERSPECTIVES ON MEDICAL EDUCATION 2023; 12:12-19. [PMID: 36908744 PMCID: PMC9997106 DOI: 10.5334/pme.367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/13/2022] [Accepted: 11/16/2022] [Indexed: 05/05/2023]
Abstract
In this philosophical reflection, we - following the philosopher Heidegger - introduce two farmers who represent different ways in which one can develop growth (see https://www.youtube.com/watch?v=g7jZigyfKHI for instructional video). One is a traditional farmer who entrusts the seeds to the soil and cultivates them with care and trust. The other is a modern farmer who takes an industrialized approach and positions the seeds and 'challenges-forth' the crops to show themselves in a certain way. We use these farmers as an analogy for the ways in which we as medical educators can and should relate to those we 'care' for: medical students and trainees. Taking a philosophical stance, and accounting for our own positionality and involvement in the analysis, we focus on 'Professional Identity Formation' and its operationalization in the field of medical education. We identify three main approaches medical education has taken to identity: as an individual trait, as a set of behaviors, and as a socialization process. All these approaches have at their root a similar assumption, namely that all inner processes can be made visible. We challenge this representational paradigm and use 'philosophical gardening' to raise awareness of what can and cannot be measured and controlled. Finally, we suggest educational approaches that leave space for diversity in students' experiences, learning approaches, and growth. We share good practices of brave teachers and curriculum designers whose interventions are characterized by less control and fewer measurements of personal growth, but more trust and free spaces for authentic learning.
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Affiliation(s)
- Mario Veen
- Department of General Practice, Erasmus University Medical Center, Rotterdam, NL
| | - Anne de la Croix
- Amsterdam UMC location Vrije Universiteit Amsterdam, Research in Education, Boelelaan 1118, Amsterdam, The Netherlands
- LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, Vrije Universiteit Amsterdam, Amsterdam, NL
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Eva KW. Quality improvement as a statement of values. MEDICAL EDUCATION 2023; 57:2-3. [PMID: 36482865 DOI: 10.1111/medu.14972] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2022] [Accepted: 11/15/2022] [Indexed: 06/17/2023]
Affiliation(s)
- Kevin W Eva
- Centre for Health Education Scholarship, University of British Columbia, Vancouver, British Columbia, Canada
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Grant J, McKinley D, Rashid MA, Boulet J, Grant L. Quality improvement: An argument for difference. MEDICAL EDUCATION 2023; 57:4-6. [PMID: 36274413 DOI: 10.1111/medu.14958] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Accepted: 10/18/2022] [Indexed: 06/16/2023]
Affiliation(s)
| | - Danette McKinley
- Assessment and Research, National Conference of Bar Examiners, New Hope, Pennsylvania, USA
| | | | - Jack Boulet
- School of Medicine, Uniformed Services University, Bethesda, Maryland, USA
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Dart J. Expanding perspectives on professionalism in dietetics. Nutr Diet 2022; 79:424-426. [PMID: 36082524 DOI: 10.1111/1747-0080.12766] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Janeane Dart
- Department of Nutrition, Dietetics and Food, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
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