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Nurses are responsible for caring for patients during birth, death, illness, and healing. Professional values guide the decisions and actions that nurses make in their careers. If nurses know the decisions and actions to take, providing patients with exceptional care is possible.
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Updated: May 11, 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

Developing ideas of professionalism.

Oliver Gale-Grant¹, Michelle Gatter, Paul Abel

¹Department of Medicine, Imperial College School of Medicine, Imperial College London, UK. og307@ic.ac.uk

The Clinical Teacher

|May 10, 2013

Summary

This summary is machine-generated.

Medical students view professionalism through confidentiality, knowledge, and skills. Influences like role models and media shape their understanding more than formal teaching, suggesting a need for clinical integration in medical education.

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Area of Science:

Medical Education
Professionalism Studies
Healthcare Ethics

Background:

Professionalism is a core tenet of medical practice, with formal teaching common in UK medical schools.
The effectiveness of this teaching amidst other influences on student development remains unclear.
This study investigates third-year medical students' understanding of professionalism and its developmental influences.

Purpose of the Study:

To explore third-year medical students' understanding of professionalism.
To identify the wider influences shaping students' perceptions of professionalism.
To relate these understandings and influences to formal medical education.

Main Methods:

A questionnaire with closed and open-ended questions was administered to third-year medical students at Imperial College School of Medicine.
The questionnaire assessed beliefs about professionalism and teaching preferences.
Content analysis was used for the open-ended responses regarding the derivation of professionalism understanding.

Main Results:

Key aspects of professionalism cited by students included confidentiality, medical knowledge, and practical skills.
Students also highlighted promptness, hygiene, and appearance, factors less emphasized in literature.
Role models, media, and parents were identified as primary influences on professionalism views.

Conclusions:

Students favor clinical settings for teaching professionalism, emphasizing observation of doctors over formal instruction.
External influences (role models, media, parents) significantly shape student perceptions of professionalism.
Future research and curriculum design should incorporate these findings for effective professionalism education.