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Related Concept Videos

Professional Values01:29

Professional Values

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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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According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
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Residents' transformational changes through self-regulated, experiential learning for professionalism.

Janet M de Groot1, Aliya Kassam2, Dana Swystun3

  • 1Departments of Psychiatry, Oncology, and Community Health Sciences, Cumming School of Medicine, University of Calgary, Alberta, Canada.

Canadian Medical Education Journal
|March 16, 2022
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Summary
This summary is machine-generated.

Residents learn professionalism through real-world challenges, focusing on patient care and peer feedback. Addressing these issues fosters significant personal and professional growth, enhancing medical education.

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Area of Science:

  • Medical Education
  • Professionalism Studies
  • Qualitative Research

Background:

  • Postgraduate trainees, or residents, must demonstrate professionalism in complex clinical settings.
  • Experiential learning of professionalism among residents is not well understood.
  • Understanding resident experiences is crucial for improving professionalism education.

Purpose of the Study:

  • To explore how residents identify professionalism challenges in the clinical environment.
  • To determine factors supporting successful resolution of these challenges.
  • To assess the impact of addressing challenges on resident education and development.

Main Methods:

  • Semi-structured interviews were conducted with 25 residents across various specialties and institutions (2015-2016).
  • Interviews were audio-recorded and transcribed, with data analyzed using a descriptive approach.
  • Content analysis was guided by the CanMEDS Professional Role framework.

Main Results:

  • Residents identified opportunities for learning professionalism through managing conflicting priorities, providing peer feedback, and self-awareness.
  • Key supports for professional behavior included values, relationships, and reflection.
  • Addressing challenges led to transformative personal and professional growth for many residents.

Conclusions:

  • Self-regulated experiential learning of professionalism significantly impacts residents.
  • Understanding how residents navigate conflict and provide feedback is vital for professionalism education.
  • Further research is needed to integrate 'commitment to society' into clinical learning environments.