Development of professionalism vignettes for the continuum of learners within a medical and nursing community of practice

Background: It is challenging to develop professionalism curricula for all members of a medical community of practice. We collected and developed professionalism vignettes for an interactive professionalism curriculum around our institutional professionalism norms following social constructivist le...

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Autores principales:	Penelope Smyth, Clair Birkman, Carol S Hodgson
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2021
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/691e56bb9d5e4229ac16fabf12d5a51c
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spelling	oai:doaj.org-article:691e56bb9d5e4229ac16fabf12d5a51c2021-12-01T22:35:36ZDevelopment of professionalism vignettes for the continuum of learners within a medical and nursing community of practice10.36834/cmej.719081923-1202https://doaj.org/article/691e56bb9d5e4229ac16fabf12d5a51c2021-09-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/71908https://doaj.org/toc/1923-1202 Background: It is challenging to develop professionalism curricula for all members of a medical community of practice. We collected and developed professionalism vignettes for an interactive professionalism curriculum around our institutional professionalism norms following social constructivist learning theory principles. Methods: Medical students, residents, physicians, nurses and research team members provided real-life professionalism vignettes. We collected stories about professionalism framed within the categories of our Faculty’s code of conduct: honesty; confidentiality; respect; responsibility; and excellence. Altruism was from the Nursing Code of Ethics. Two expert committees anonymously rated and then discussed vignettes on their educational value and degree of unprofessional behaviour. Through consensus, the research team finalized vignette selection. Results: Eighty cases were submitted: 22 from another study; 20 from learners and nurses; and 30 from physicians; and eight from research team members. Two expert committees reviewed 53 and 42 vignettes, respectively. The final 18 were selected based upon: educational value; diversity in professionalism ratings; and representation of the professionalism categories. Conclusion: Realistic and relevant professionalism vignettes can be systematically gathered from a community of practice and their representation of an institutional norm, educational value, and level of professional behaviour can be judged by experts with a high level of consensus. Penelope SmythClair BirkmanCarol S HodgsonCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Penelope Smyth Clair Birkman Carol S Hodgson Development of professionalism vignettes for the continuum of learners within a medical and nursing community of practice
description	Background: It is challenging to develop professionalism curricula for all members of a medical community of practice. We collected and developed professionalism vignettes for an interactive professionalism curriculum around our institutional professionalism norms following social constructivist learning theory principles. Methods: Medical students, residents, physicians, nurses and research team members provided real-life professionalism vignettes. We collected stories about professionalism framed within the categories of our Faculty’s code of conduct: honesty; confidentiality; respect; responsibility; and excellence. Altruism was from the Nursing Code of Ethics. Two expert committees anonymously rated and then discussed vignettes on their educational value and degree of unprofessional behaviour. Through consensus, the research team finalized vignette selection. Results: Eighty cases were submitted: 22 from another study; 20 from learners and nurses; and 30 from physicians; and eight from research team members. Two expert committees reviewed 53 and 42 vignettes, respectively. The final 18 were selected based upon: educational value; diversity in professionalism ratings; and representation of the professionalism categories. Conclusion: Realistic and relevant professionalism vignettes can be systematically gathered from a community of practice and their representation of an institutional norm, educational value, and level of professional behaviour can be judged by experts with a high level of consensus.
format	article
author	Penelope Smyth Clair Birkman Carol S Hodgson
author_facet	Penelope Smyth Clair Birkman Carol S Hodgson
author_sort	Penelope Smyth
title	Development of professionalism vignettes for the continuum of learners within a medical and nursing community of practice
title_short	Development of professionalism vignettes for the continuum of learners within a medical and nursing community of practice
title_full	Development of professionalism vignettes for the continuum of learners within a medical and nursing community of practice
title_fullStr	Development of professionalism vignettes for the continuum of learners within a medical and nursing community of practice
title_full_unstemmed	Development of professionalism vignettes for the continuum of learners within a medical and nursing community of practice
title_sort	development of professionalism vignettes for the continuum of learners within a medical and nursing community of practice
publisher	Canadian Medical Education Journal
publishDate	2021
url	https://doaj.org/article/691e56bb9d5e4229ac16fabf12d5a51c
work_keys_str_mv	AT penelopesmyth developmentofprofessionalismvignettesforthecontinuumoflearnerswithinamedicalandnursingcommunityofpractice AT clairbirkman developmentofprofessionalismvignettesforthecontinuumoflearnerswithinamedicalandnursingcommunityofpractice AT carolshodgson developmentofprofessionalismvignettesforthecontinuumoflearnerswithinamedicalandnursingcommunityofpractice
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Development of professionalism vignettes for the continuum of learners within a medical and nursing community of practice

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