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首页> 外文期刊>BMC Medical Education >“Can virtue be taught?”: a content analysis of medical students’ opinions of the professional and ethical challenges to their professional identity formation
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“Can virtue be taught?”: a content analysis of medical students’ opinions of the professional and ethical challenges to their professional identity formation

机译:“可以教导德国?”:医学生对专业和道德挑战对其专业身份形成的看法

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BACKGROUND:Efforts have begun to characterize the ethical and professional issues encountered by medical students in their clinical years. By applying previously identified taxonomies to a national sample of medical students, this study seeks to develop generalizable insights that can inform professional identity formation across various clerkships and medical institutions.METHODS:In a national survey of medical students, participants answered an open-ended survey item that asked them to describe a clinical experience involving an ethical or professional issue. We conducted a content analysis with these responses using the Kaldjian taxonomy of ethical and professionalism themes in medical education through an iterative, consensus-building process. Noting the emerging virtues-based approach to ethics and professionalism, we also reexamined the data using a taxonomy of virtues.RESULTS:The response rate to this survey item was 144 out of 499 eligible respondents (28.9%). All 144 responses were successfully coded under one or more themes in the original taxonomy of ethical and professional issues, resulting in a total of 173 coded responses. Professional duties was the most frequently coded theme (29.2%), followed by Communication (26.4%), Quality of care (18.8%), Student-specific issues of moral distress (16.7%), Decisions regarding treatment (16.0%), and Justice (13.2%). In the virtues taxonomy, 180 total responses were coded from the 144 original responses, and the most frequent virtue coded was Wisdom (23.6%), followed by Respectfulness (20.1%) and Compassion or Empathy (13.9%).CONCLUSIONS:Originally developed from students' clinical experiences in one institution, the Kaldjian taxonomy appears to serve as a useful analytical framework for categorizing a variety of clinical experiences faced by a national sample of medical students. This study also supports the development of virtue-based programs that focus on cultivating the virtue of wisdom in the practice of medicine.
机译:背景:努力已经开始表征医学生在临床年度遇到的道德和职业问题。通过将先前确定的分类学分类到国家医学生态学,这项研究旨在开发可宽大的见解,可以在各种文职人员和医疗机构上通知专业身份形成。方法:在国家医学生调查中,参与者回答了一个开放式调查要求他们描述涉及道德或专业问题的临床经验的项目。我们通过迭代,共识建设过程使用Kaldjian分类对医学教育的伦理和专业主题分类的这些反应进行了内容分析。注意到新兴的伦理和专业方法的方法,我们还使用美德的分类来审查数据。结果:该调查项目的响应率为499个符合条件的受访者(28.9%)。所有144个响应在道德和专业问题的原始分类中成功编码了一个或多个主题,导致总共有173个编码的反应。专业职责是最常见的编码主题(29.2%),其次是沟通(26.4%),护理质量(18.8%),学生特定的道德遇险问题(16.7%),关于治疗的决定(16.0%),和正义(13.2%)。在美德分类学中,180个总响应是从144个原始反应编码的,最常见的道德编码是智慧(23.6%),其次是尊重(20.1%)和同情或同理心(13.9%)。结论:最初从学生在一个机构的临床经验,卡尔德江分类学似乎是一个有用的分析框架,用于分类,用于对国家医学生样本所面临的各种临床经验进行分析。本研究还支持开发基于德文的计划,重点是在医学实践中培养智慧的德国。

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