Munawar Farooq, Azhar T Rahma, Zufishan Alam, Mohammad Al Banna, Uffaira Hafeez, David O Alao, Arif Alper Cevik
{"title":"书记员职业化教育转型：利用隐性课程，以学生为导向。","authors":"Munawar Farooq, Azhar T Rahma, Zufishan Alam, Mohammad Al Banna, Uffaira Hafeez, David O Alao, Arif Alper Cevik","doi":"10.5334/pme.1572","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Professionalism, influenced by regional context and societal values, is essential in doctor-patient relationships, patient experiences, and clinical outcomes. However, formal education alone fails to cultivate professionalism effectively. Research highlights the hidden curriculum's detrimental impact on medical students' professionalism. Nonetheless, strategies to teach professionalism in specific curriculum areas and to counteract hidden curricula, particularly for clinical clerkships, remain underexplored. This study evaluates a structured, student-led professionalism training program in a clerkship.</p><p><strong>Methods: </strong>Over one year, we implemented and replicated an educational intervention on professionalism in four emergency medicine clerkship groups. Grounded in constructivist and transformative learning theories, the intervention aimed to enhance students' reflective capacities by addressing the hidden curriculum. It included briefing sessions on professionalism models and student-led discussions on clinical cases encountered to uncover implicit lessons. Students' understanding was reinforced through anonymous self- and peer assessments of professionalism traits. The impact was evaluated qualitatively through inductive thematic analysis of student reflections and quantitatively through student feedback based on the Kirkpatrick model.</p><p><strong>Results: </strong>The training received highly positive evaluations from students. Quantitative analysis showed significant score increases in knowledge and ability (using the Wilcoxon Signed Rank Test). Students demonstrated the ability to reflect on the hidden curriculum and highlighted three key themes: professional attributes, sociocultural context, and system-level factors. Subthemes included communication, empathy, learning commitment, cultural competence, hierarchy, and family engagement.</p><p><strong>Discussion: </strong>This study presents a practical clerkship professionalism training model demonstrating that regular case-based discussions and anonymous self- and peer assessments help students identify and reflect on professional behaviors within the hidden curriculum.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"149-161"},"PeriodicalIF":4.8000,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11987904/pdf/","citationCount":"0","resultStr":"{\"title\":\"Transforming Professionalism Education in Clerkships: A Student-Driven Approach Utilizing The Hidden Curriculum.\",\"authors\":\"Munawar Farooq, Azhar T Rahma, Zufishan Alam, Mohammad Al Banna, Uffaira Hafeez, David O Alao, Arif Alper Cevik\",\"doi\":\"10.5334/pme.1572\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>Professionalism, influenced by regional context and societal values, is essential in doctor-patient relationships, patient experiences, and clinical outcomes. However, formal education alone fails to cultivate professionalism effectively. Research highlights the hidden curriculum's detrimental impact on medical students' professionalism. Nonetheless, strategies to teach professionalism in specific curriculum areas and to counteract hidden curricula, particularly for clinical clerkships, remain underexplored. This study evaluates a structured, student-led professionalism training program in a clerkship.</p><p><strong>Methods: </strong>Over one year, we implemented and replicated an educational intervention on professionalism in four emergency medicine clerkship groups. Grounded in constructivist and transformative learning theories, the intervention aimed to enhance students' reflective capacities by addressing the hidden curriculum. It included briefing sessions on professionalism models and student-led discussions on clinical cases encountered to uncover implicit lessons. Students' understanding was reinforced through anonymous self- and peer assessments of professionalism traits. The impact was evaluated qualitatively through inductive thematic analysis of student reflections and quantitatively through student feedback based on the Kirkpatrick model.</p><p><strong>Results: </strong>The training received highly positive evaluations from students. Quantitative analysis showed significant score increases in knowledge and ability (using the Wilcoxon Signed Rank Test). Students demonstrated the ability to reflect on the hidden curriculum and highlighted three key themes: professional attributes, sociocultural context, and system-level factors. Subthemes included communication, empathy, learning commitment, cultural competence, hierarchy, and family engagement.</p><p><strong>Discussion: </strong>This study presents a practical clerkship professionalism training model demonstrating that regular case-based discussions and anonymous self- and peer assessments help students identify and reflect on professional behaviors within the hidden curriculum.</p>\",\"PeriodicalId\":48532,\"journal\":{\"name\":\"Perspectives on Medical Education\",\"volume\":\"14 1\",\"pages\":\"149-161\"},\"PeriodicalIF\":4.8000,\"publicationDate\":\"2025-04-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11987904/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perspectives on Medical Education\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.5334/pme.1572\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectives on Medical Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.5334/pme.1572","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Transforming Professionalism Education in Clerkships: A Student-Driven Approach Utilizing The Hidden Curriculum.
Introduction: Professionalism, influenced by regional context and societal values, is essential in doctor-patient relationships, patient experiences, and clinical outcomes. However, formal education alone fails to cultivate professionalism effectively. Research highlights the hidden curriculum's detrimental impact on medical students' professionalism. Nonetheless, strategies to teach professionalism in specific curriculum areas and to counteract hidden curricula, particularly for clinical clerkships, remain underexplored. This study evaluates a structured, student-led professionalism training program in a clerkship.
Methods: Over one year, we implemented and replicated an educational intervention on professionalism in four emergency medicine clerkship groups. Grounded in constructivist and transformative learning theories, the intervention aimed to enhance students' reflective capacities by addressing the hidden curriculum. It included briefing sessions on professionalism models and student-led discussions on clinical cases encountered to uncover implicit lessons. Students' understanding was reinforced through anonymous self- and peer assessments of professionalism traits. The impact was evaluated qualitatively through inductive thematic analysis of student reflections and quantitatively through student feedback based on the Kirkpatrick model.
Results: The training received highly positive evaluations from students. Quantitative analysis showed significant score increases in knowledge and ability (using the Wilcoxon Signed Rank Test). Students demonstrated the ability to reflect on the hidden curriculum and highlighted three key themes: professional attributes, sociocultural context, and system-level factors. Subthemes included communication, empathy, learning commitment, cultural competence, hierarchy, and family engagement.
Discussion: This study presents a practical clerkship professionalism training model demonstrating that regular case-based discussions and anonymous self- and peer assessments help students identify and reflect on professional behaviors within the hidden curriculum.
期刊介绍：
Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.
Official journal of the The Netherlands Association of Medical Education (NVMO).
Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
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