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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

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Published on: February 16, 2011

Discovering professionalism through guided reflection.

Patsy Stark¹, Chris Roberts, David Newble

¹Northern General Hospital, Sheffield, UK. p.stark@sheffield.ac.uk

Medical Teacher

|April 22, 2006

Summary

First-year medical students can effectively use the General Medical Council's Duties of a Doctor framework to reflect on professional behaviors. Critical incident technique is a valid and feasible assessment tool for evaluating student professionalism and its educational impact.

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Area of Science:

Medical Education
Professionalism in Healthcare
Assessment Methods

Background:

Understanding professional behaviors is crucial for healthcare professionals.
The General Medical Council's Duties of a Doctor provides a framework for reflection.
The utility of the critical incident technique for assessment in this context is under-explored.

Purpose of the Study:

To assess the validity, feasibility, and educational impact of the critical incident technique.
To evaluate its use as an assessment method for first-year medical students.
To explore guided reflection on multi-professional health and social care experiences.

Main Methods:

First-year medical students submitted two critical incidents observed during multi-professional attachments.
Students provided an evaluation of their experiences.
Guided reflection was employed using the Duties of a Doctor as a framework.

Main Results:

Students demonstrated engagement in reflective cycles on professional behaviors.
A varied range of situations were observed and reflected upon.
Junior students, with preparation, could reflect effectively on social and healthcare experiences.

Conclusions:

Critical incidents are a valid and feasible method for assessing professionalism.
The critical incident technique shows good educational impact for junior medical students.
Guided reflection using professional duties frameworks enhances student learning.