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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
PubMed
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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.

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.

Related Experiment Videos

  • 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.