Presentation Description
Delyse Leadbeatter
Jinlong Gao
Jinlong Gao
Background:
Professionalisation and professionalism feature in all health professional programs and have been the subject of much research. However, it is not easy to see how much progress has been made with our collective understanding of effective ways to teach and assess professionalism since Osborn wrote Punishment: A Story for Medical Education in 2000.
Professionalisation and professionalism feature in all health professional programs and have been the subject of much research. However, it is not easy to see how much progress has been made with our collective understanding of effective ways to teach and assess professionalism since Osborn wrote Punishment: A Story for Medical Education in 2000.
Summary of work:
Professionalism teaching tends to focus on the clinical context; however we can intentionally design a curriculum in which professionalisation is intentionally integrated throughout the program. We used Belisle et al’s (2021) conceptual framework of student professionalisation & Kuh et al’s (2017) high impact educational practices together to build a professionalising curriculum for a Doctor of Dental Medicine program.
Professionalism teaching tends to focus on the clinical context; however we can intentionally design a curriculum in which professionalisation is intentionally integrated throughout the program. We used Belisle et al’s (2021) conceptual framework of student professionalisation & Kuh et al’s (2017) high impact educational practices together to build a professionalising curriculum for a Doctor of Dental Medicine program.
Results:
Case examples of two spiral-designed series of learning activities and assessments taken by students during the Doctor of Dental Medicine program will be described and student outputs analysed. The first case example invites students to connect with their prior knowledge and develop skills in teaching and feedback conversations. The second case example utilises narrative techniques to connect students with the complex concepts of person-centred care.
Case examples of two spiral-designed series of learning activities and assessments taken by students during the Doctor of Dental Medicine program will be described and student outputs analysed. The first case example invites students to connect with their prior knowledge and develop skills in teaching and feedback conversations. The second case example utilises narrative techniques to connect students with the complex concepts of person-centred care.
Discussion:
Our emphasis is on creating meaningful learning environments for students to participate in and help guide their professional formation. In health professions education, we have previously overemphasised assessment of professionalism by demonstrations (or absence) of behaviours according to rubrics, but this programmatic approach conveys that professionalisation is a unique social process for each individual student.
Our emphasis is on creating meaningful learning environments for students to participate in and help guide their professional formation. In health professions education, we have previously overemphasised assessment of professionalism by demonstrations (or absence) of behaviours according to rubrics, but this programmatic approach conveys that professionalisation is a unique social process for each individual student.
Conclusions:
Intentionally designed learning activities can facilitate student professionalisation
Intentionally designed learning activities can facilitate student professionalisation
Take-home messages / implications for further research or practice:
Professionalism is not an isolated domain of knowledge but infused in every aspect of the curriculum
A programmatic assessment design enabled the creation of curriculum to promote professionalisation
References (maximum three)
References
Bélisle, Marilou, Patrick Lavoie, Jacinthe Pepin, Nicolas Fernandez, Louise Boyer, Kathleen Lechasseur, Caroline Larue. (2021) A conceptual framework of student professionalization for health professional education and research. International Journal of Nursing Education Scholarship 18, no. 1.
George Kuh, Ken O'Donnell, Carol Geary Schneider (2017) HIPs at Ten, Change: The Magazine of Higher Learning, 49:5, 8-16
Osborn, Emilie. (2000) "Punishment: a story for medical educators." Academic Medicine 75, no. 3: 241-244.