Learning with Patients: Key Post-Pandemic Professionalism Insights
Journal name: The Malaysian Journal of Medical Sciences
Original article title: The Importance of Learning with Patients: Post-Pandemic Takeaways on Learning Professionalism in Clinical Settings
The Malaysian Journal of Medical Sciences (MJMS) is a peer-reviewed, open-access journal published online at least six times a year. It covers all aspects of medical sciences and prioritizes high-quality research.
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Original source:
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Rita Mustika, Anyta Pinasthika, Nadia Greviana
The Malaysian Journal of Medical Sciences:
(A peer-reviewed, open-access journal)
Full text available for: The Importance of Learning with Patients: Post-Pandemic Takeaways on Learning Professionalism in Clinical Settings
Year: 2024 | Doi: 10.21315/mjms2024.31.1.12
Copyright (license): CC BY 4.0
Download the PDF file of the original publication
Summary of article contents:
Introduction
The demand for high-quality healthcare drives medical schools to ensure that physicians develop essential competencies, particularly professionalism and humanism. These competencies are cultivated through various interactions and socialization within the healthcare community, a process that becomes increasingly significant as medical students encounter unpredictable learning opportunities in clinical settings. However, traditional approaches to professional development have largely centered on identifying lapses and focusing on remediation, rather than actively engaging students in the practice of professionalism during their education. This study aims to explore medical students' perceptions of learning professionalism in clinical environments, particularly amidst the complexities introduced by the COVID-19 pandemic.
The Hidden Curriculum and Its Challenges
A critical concept highlighted in the study is the "hidden curriculum," which refers to the unwritten and unintended lessons that students learn during their educational experience. This curriculum can often detract from formal teachings of professionalism, as students tend to prioritize clinical skills over professional values. The study identified two main challenges to learning professionalism: the hidden curriculum and the constraints imposed by online learning during the COVID-19 pandemic. Many respondents noted that negative role models—such as clinical teachers who did not demonstrate professionalism—created confusion about expected professional behaviors. Additionally, social restrictions due to the pandemic limited student-patient interactions, resulting in decreased confidence and perceptions of professionalism among learners.
Conclusion
The findings of this study emphasize the need for explicit curriculum designs that prioritize professionalism and humanism in medical education. It is crucial for medical schools to integrate professional training into every aspect of the clinical learning phase, ensuring that students engage directly with patients and are exposed to positive role models. Furthermore, reflective practices, such as debriefing sessions and discussions on unexpected clinical experiences, are essential in transforming student learning into meaningful professional identities. By addressing the challenges posed by the hidden curriculum and the limitations of online learning, medical education can better prepare future healthcare professionals to embody the humanistic values essential for effective patient care.
FAQ section (important questions/answers):
What competencies must medical students achieve for high-quality healthcare?
Medical students need to attain various competencies, including professionalism and humanism, to meet public demands for high-quality healthcare. These competencies are nurtured through meaningful interactions and socializations within the healthcare community during their education.
What challenges do medical students face in learning professionalism?
Medical students face several challenges in learning professionalism, including the hidden curriculum and limited patient exposure due to COVID-19 pandemic restrictions. These factors can hinder their interactions with patients and the clinical learning environment.
What strategies can enhance learning professionalism in clinical settings?
Strategies include direct patient interaction, positive role modeling by teachers, debriefing sessions for reflection, and teaching context-specific knowledge related to professionalism. These methods help students effectively develop their professional identity and skills.
How can medical education curricula better support professionalism?
Curricula should explicitly include professionalism as a priority, incorporating clear standards and assessments. Longitudinal integration of professionalism in clinical rotations, alongside dedicated reflection sessions, will enhance students' understanding and application of professional values.
Glossary definitions and references:
Scientific and Ayurvedic Glossary list for “Learning with Patients: Key Post-Pandemic Professionalism Insights”. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.
1) Learning:
Learning is an active process through which individuals acquire new skills, knowledge, behaviors, or understandings. In the context of medical education, it includes the integration of concepts such as professionalism and humanism, as demonstrated by medical students' interactions with patients and clinical teachers in a clinical setting. It is critical for shaping future physicians' identities and competencies.
2) Teaching:
Teaching refers to the methodical and strategic process of imparting knowledge or skills to learners. In medical education, effective teaching encompasses various strategies such as role modeling, feedback, and structured curriculum delivery, all aimed at fostering professionalism among medical students, essential for their future roles in healthcare settings.
3) Study (Studying):
Study signifies a systematic investigation or inquiry into a particular subject to enhance understanding. In medical education, study includes analyzing perceptions of professionalism and humanism, which are crucial competencies. Through qualitative research methods like focus group discussions, students reflect on their experiences and challenges faced during clinical rotations, informing curriculum development.
4) Education:
Education is the overarching process through which knowledge, skills, values, and beliefs are transmitted or acquired. In the context of medical education, it emphasizes ensuring that future doctors not only possess clinical acumen but also embrace virtues such as empathy and professionalism, shaping well-rounded healthcare practitioners capable of meeting societal needs.
5) Table:
Table, in this context, signifies organized data presentation, often clarifying complex information. Tables in research papers conveniently summarize demographic characteristics of participants or outline questions used in focus group discussions. This structured format aids comprehension, directly supporting the study by making findings more accessible and better illustrating the scope of the research.
6) Knowledge:
Knowledge encompasses the collection of facts, information, and skills acquired through experience or education. In medical education, knowledge is intricately linked with professionalism and humanism as core components. It is essential not only for clinical practice but also for fostering a compassionate approach in healthcare, enhancing patient-provider interactions.
7) Medicine:
Medicine represents the science and practice of diagnosing, treating, and preventing disease. In the context of this research, the focus is on how medical students engage with the principles of professionalism and humanism during their training. Understanding these elements is crucial for preparing competent and empathetic physicians in the healthcare system.
8) Discussion:
Discussion involves the exchange of ideas and viewpoints among participants, often leading to deeper understanding and insight. Within focus groups, discussing experiences allows medical students to articulate challenges and perceptions surrounding professionalism, enriching the qualitative study and contributing to curriculum enhancements in medical education.
9) Male:
Male refers to the gender of some medical students participating in the study. Understanding the compositions of student demographics is important for analyzing diverse experiences and perspectives related to learning professionalism. Including male respondents alongside females enhances the richness of qualitative data, contributing to comprehensive insights within medical training.
10) Developing:
Developing refers to the process of growth or progression toward a specific state or goal. In medical education, it pertains to nurturing competencies such as professionalism and humanism among students. This process involves structured curricula, mentorship, and experiential learning in clinical settings, aimed at producing well-adjusted, competent healthcare professionals.
11) Quality:
Quality denotes the standard of something as measured against other things of a similar kind. In the context of healthcare and education, quality reflects the effectiveness and appropriateness of the education that future doctors receive. High-quality medical education is critical to ensure that physicians can meet the increasingly complex demands of patient care and healthcare systems.
12) Dealing:
Dealing involves managing, handling, or coping with challenges and situations. In medical education, dealing with the complexities of professional identity formation and the dynamics of patient interactions is crucial for students. This term highlights the need for support systems, strategies, and interventions to guide medical students through developmental challenges.
13) Observation:
Observation is a key process in learning and assessment, involving the act of watching others' behaviors or practices to gain insights. In medical education, observing clinical teachers allows students to internalize professionalism and humanism inherently, forging their professional identities through role modeling and reflection on how to interact compassionately with patients.
14) Perception:
Perception refers to how individuals interpret and make sense of their experiences and surroundings. In the context of this study, medical students' perceptions of learning professionalism impact how they engage with their training and subsequent practice. Identifying these perceptions is vital for curriculum enhancement, ensuring education aligns with real-world healthcare dynamics.
15) Training:
Training encompasses the activities undertaken to equip individuals with specific skills and knowledge. In medical education, training includes both academic learning and practical experiences that occur in clinical settings. Comprehensive training ensures that students not only learn medical theories but also apply them effectively, integrating professionalism into their future practice.
16) Meeting:
Meeting refers to coming together to discuss or collaborate. In a medical educational context, meetings can occur during clinical rounds, focus groups, or debrief sessions, where students reflect on experiences, share insights, and collaboratively explore challenges in learning professionalism and humanism. These meetings facilitate enriched dialogue and learning outcomes.
17) Post:
Post can refer to an action taken after an event or a reflection on experiences. In medical education, posting could involve students documenting their thoughts through portfolios or reflective writings after patient interactions in clinical settings. This reflective practice enhances learning and professionalism by promoting self-awareness and continuous improvement.
18) Transformation (Transform, Transforming):
Transforming signifies a significant change in form, appearance, or character. In medical education, transforming involves shifting students' professional identities through educational strategies that emphasize humanistic values and professionalism. This transformation is crucial for developing physicians who are not only technically proficient but also compassionate and empathetic in their interactions.
19) Reflecting:
Reflecting involves the process of thinking deeply about experiences to gain insights and understanding. In medical education, reflection is essential for professional identity formation and learning professionalism. It allows students to process their clinical experiences, enhancing their awareness of challenges and improving their ability to engage compassionately with patients.
20) Pregnant:
Pregnant refers to the state of carrying a developing fetus. In the context of medical education, understanding the professionalism involved while treating pregnant patients highlights specific ethical and empathetic considerations. Medical students must learn to navigate sensitive issues, ensuring respectful and humane care for both the expectant mothers and their families.
21) Science (Scientific):
Science refers to the systematic study of the nature and behavior of the physical and natural world through observation and experimentation. In medical education, science is foundational, underpinning the clinical knowledge and practices necessary for effective patient care. Integrating scientific principles with professionalism ensures holistic medical training.
22) Glass:
Glass may refer metaphorically to transparency or clarity in communication and understanding. In the medical context, fostering an environment where learning is transparent encourages open dialogue about challenges, perceptions, and experiences related to professionalism. This transparency enhances learning outcomes by building trust among students and educators.
23) Chang:
Chang in this context may refer to a contributing figure in medical education or research. It implies the need for collaborative efforts among educators and researchers to innovate and enhance teaching strategies for professionalism in medical curricula. Collaborative works drive a progressive approach to medical education enhancing student competencies.
24) Rules:
Rules outline the standards or guidelines established for behavior or conduct. In medical education, rules around professionalism and ethical conduct are crucial. They guide student interactions with patients, peers, and educators, ensuring that the fundamental principles of ethics, respect, and dignity are upheld in clinical practice.
25) Unconscious:
Unconscious relates to mental processes that occur without an individual's awareness. In the context of medical education, unconscious learning may happen through inadvertently observing role models or ambient learning experiences within clinical environments, where students assimilate professional behaviors and attitudes without overt instruction. This process shapes their professional identity.
26) Suffering:
Suffering refers to the experience of pain, distress, or hardship. In medical contexts, understanding patient suffering is critical for developing empathy and humanism in healthcare providers. Medical education programs emphasize the need for students to appreciate and respond to suffering with compassion, significantly impacting their future interactions with patients.
27) Anxiety:
Anxiety indicates feelings of worry or unease. For medical students, experiencing anxiety in clinical settings can arise from uncertain or challenging situations. Addressing this anxiety through support systems, mentorship, and reflection is vital in fostering resilience and professionalism as students navigate their medical training and future practice.
28) Visit:
Visit refers to the act of seeing or spending time with someone, often in a healthcare setting. In medical education, patient visits provide opportunities for students to engage in hands-on experiences that enhance learning. These visits are pivotal for practicing professionalism, clinical skills, and empathy toward patients.
29) Puti:
Puti might refer to a specific research program, initiative, or term in the context of the study. In medical education, initiatives may focus on curriculum development, addressing gaps in professionalism training, or enhancing students' experiential learning. The term suggests organizational or institutional support aimed at improving medical education.
30) Sage:
Sage denotes wisdom or the practice of providing guidance based on experience. In education, especially in medical contexts, sage figures, such as experienced educators or practitioners, play crucial roles in mentoring students. Their insights are invaluable in shaping students' professionalism and humanism through mentorship and role modeling.
31) Pir:
Peer refers to individuals of similar age or status, particularly in an educational setting. In medical education, peer interactions facilitate collaborative learning and provide essential support networks. Engagements among students enhance discussions surrounding professionalism, humanism, and shared experiences, shaping their development into compassionate healthcare professionals.
Other Science Concepts:
Discover the significance of concepts within the article: ‘Learning with Patients: Key Post-Pandemic Professionalism Insights’. Further sources in the context of Science might help you critically compare this page with similair documents:
Medical education, Medical doctor, Role model, Medical school, Clinical rotations, COVID-19 Pandemic, Curriculum design, Learning objectives, Purposive Sampling, Professional development, Medical student, Clinical setting, Healthcare environment, Learning culture, Patient interactions, Learning environment, Professionalism, Hidden curriculum, Online Learning, Faculty development, Social restriction, Reflective practice, Focus group discussion, Meaningful learning experience, Clinical teachers.
Concepts being referred in other categories, contexts and sources.