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How Residents Develop Virtues: A Qualitative Longitudinal Study.

Pleuntje M B Verstegen1, J J Jos Kole2, A Stef Groenewoud2

  • 1Ear, Nose and Throat department of Radboud university medical center, Radboud Institute for Health Sciences, Nijmegen, The Netherlands.

Journal of Surgical Education
|November 1, 2025
PubMed
Summary
This summary is machine-generated.

Medical residents develop virtues in phases, starting with intellectual and cardinal virtues, then progressing to professional and moral ones. Role models and workplace culture significantly influence this virtue development during training.

Keywords:
characterotolaryngologyprofessionalismqualitative researchresidency educationvirtue ethics

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Area of Science:

  • Medical Education
  • Virtue Ethics
  • Professional Development

Background:

  • Postgraduate medical training involves developing both competencies and personal qualities, termed virtues.
  • Virtues are essential for ethical decision-making in complex medical situations.
  • The process of virtue development during specialty training is not well understood.

Purpose of the Study:

  • To investigate how residents develop virtues during postgraduate medical education.
  • To provide an empirically informed account of virtue development in medical training.

Main Methods:

  • Qualitative, multicenter, longitudinal study of otolaryngology residents and educators.
  • Semi-structured interviews with 15 residents and 13 educators.
  • Observation of residents during daily activities.
  • Thematic analysis using virtue ethics as a framework.

Main Results:

  • Residents develop virtues in distinct phases: early phases focus on cardinal and intellectual virtues, later phases on professional and moral virtues.
  • Residents' conceptions of professional goals evolve implicitly during training.
  • Role models, workplace context, and culture significantly influence virtue formation.

Conclusions:

  • Otolaryngology residents implicitly develop virtues in phases, shifting from intellectual/cardinal to professional/moral virtues.
  • Understanding these trajectories and influences (role models, culture) is key for surgical education.
  • Facilitating discussions on personal views can enhance resident virtue development.