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

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

Published on: February 16, 2011

Defining medical professionalism: a qualitative study.

Peggy Wagner¹, Julia Hendrich, Ginger Moseley

¹Medical College of Georgia, Augusta, GA 30912, USA. pwagner@mcg.edu

Medical Education

|February 24, 2007

Summary

Medical professionalism encompasses technical skills, patient relationships, and character virtues. Perceptions vary among students, residents, faculty, and patients, highlighting challenges in teaching this essential medical concept.

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Last Updated: Jul 16, 2026

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

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

Published on: February 16, 2011

Area of Science:

Medical Education
Professionalism Studies

Background:

Medical professionalism is crucial but challenging for medical schools to teach effectively.
Existing literature describes professionalism elements, yet implementation in education remains a struggle.

Purpose of the Study:

To explore the multifaceted meaning of medical professionalism.
To identify shared and distinct perceptions among medical students, residents, academic faculty, and patients.
To pinpoint congruence and divergence in understanding professionalism.

Main Methods:

Qualitative study utilizing 8 focus groups.
Exploration of beliefs, perceptions, and expectations regarding medical professionals.
Thematic analysis of transcribed sessions using an immersion/crystallisation process.
Concept mapping for enhanced comprehension.

Main Results:

Key themes identified: knowledge/technical skills, patient relationship, and character virtues.
Secondary themes included the uniqueness of the medical profession, personal congruence, and peer relationships.
Learner stages influenced the emphasis on themes; patients prioritized relationships.
Social justice elements were notably absent compared to established charters.

Conclusions:

Learners and patients universally value certain professionalism aspects.
Discrepancies in emphasis across learner groups present significant teaching challenges.
Further research is essential to address differing perceptions and refine medical education's teaching mission.