Putting theory into practice – A case study in one UK medical school of the nature and extent of unprofessional behaviour over a 6-year period.
Saved in:
| Title: | Putting theory into practice – A case study in one UK medical school of the nature and extent of unprofessional behaviour over a 6-year period. |
|---|---|
| Authors: | Howe, Amanda1,2 (AUTHOR) Amanda.howe@uea.ac.uk, Miles, Susan1,3 (AUTHOR), Wright, Sarah1,4 (AUTHOR), Leinster, Sam1,5 (AUTHOR) |
| Source: | Medical Teacher. Oct2010, Vol. 32 Issue 10, p837-844. 8p. 9 Charts. |
| Subject Terms: | *Medical school administration, *Behavior, *Educational outcomes, *Education, Chi-squared test, Study & teaching of medicine, Professionalism, Ethics |
| Geographic Terms: | United Kingdom |
| Abstract: | Background: Producing a medical profession which is fit for the demands and expectations of society involves ensuring that practitioners learn what it means to behave in a ‘professional’ way. Codes of professional conduct have been developed for medical students in the UK, but the literature on how medical schools actually apply these is small. More detail is needed to evaluate approaches to assessing professionalism, or to analyse the extent to which students ‘fail’ this aspect. Aim: To describe one UK medical school's approach to monitoring and assessing aspects of professional behaviour; quantify the prevalence and severity of behaviours recognised as cause of concern in the first 6 years of the programme; evaluate whether there is evidence of any association between professional and academic underperformance and draw conclusions for further development of fitness to practice procedures. Methods: Mixed methods utilising exam board and administrative data for statistical and descriptive analysis. Results: Even under detailed scrutiny, only 3% of students received formal warnings for behavioural problems over the course of a 5-year programme, and notifications decreased as students entered the senior years. There was a trend towards association between academic and professional underperformance. Conclusion: Creating clear expectations, providing positive role models and monitoring student behaviour makes explicit what is expected of students as ‘professionals in the making’, and contributes to overall low rates of misdemeanour. The predictive value of recurrent and serious behavioural problems is not yet known as it is too soon for these graduates to have established careers. Students who are struggling academically may also present with unprofessional behaviours but the cause of this is unclear. Further research is needed to benchmark systems across the UK, and to know whether formalising expectations of undergraduates result in less problems in subsequent practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 53786555 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Putting theory into practice – A case study in one UK medical school of the nature and extent of unprofessional behaviour over a 6-year period. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Howe%2C+Amanda%22">Howe, Amanda</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> Amanda.howe@uea.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Miles%2C+Susan%22">Miles, Susan</searchLink><relatesTo>1,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wright%2C+Sarah%22">Wright, Sarah</searchLink><relatesTo>1,4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Leinster%2C+Sam%22">Leinster, Sam</searchLink><relatesTo>1,5</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Oct2010, Vol. 32 Issue 10, p837-844. 8p. 9 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Medical+school+administration%22">Medical school administration</searchLink><br />*<searchLink fieldCode="DE" term="%22Behavior%22">Behavior</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Study+%26+teaching+of+medicine%22">Study & teaching of medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Professionalism%22">Professionalism</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Producing a medical profession which is fit for the demands and expectations of society involves ensuring that practitioners learn what it means to behave in a ‘professional’ way. Codes of professional conduct have been developed for medical students in the UK, but the literature on how medical schools actually apply these is small. More detail is needed to evaluate approaches to assessing professionalism, or to analyse the extent to which students ‘fail’ this aspect. Aim: To describe one UK medical school's approach to monitoring and assessing aspects of professional behaviour; quantify the prevalence and severity of behaviours recognised as cause of concern in the first 6 years of the programme; evaluate whether there is evidence of any association between professional and academic underperformance and draw conclusions for further development of fitness to practice procedures. Methods: Mixed methods utilising exam board and administrative data for statistical and descriptive analysis. Results: Even under detailed scrutiny, only 3% of students received formal warnings for behavioural problems over the course of a 5-year programme, and notifications decreased as students entered the senior years. There was a trend towards association between academic and professional underperformance. Conclusion: Creating clear expectations, providing positive role models and monitoring student behaviour makes explicit what is expected of students as ‘professionals in the making’, and contributes to overall low rates of misdemeanour. The predictive value of recurrent and serious behavioural problems is not yet known as it is too soon for these graduates to have established careers. Students who are struggling academically may also present with unprofessional behaviours but the cause of this is unclear. Further research is needed to benchmark systems across the UK, and to know whether formalising expectations of undergraduates result in less problems in subsequent practice. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=53786555 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3109/01421591003698018 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 837 Subjects: – SubjectFull: Medical school administration Type: general – SubjectFull: Behavior Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Education Type: general – SubjectFull: Chi-squared test Type: general – SubjectFull: Study & teaching of medicine Type: general – SubjectFull: Professionalism Type: general – SubjectFull: Ethics Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: Putting theory into practice – A case study in one UK medical school of the nature and extent of unprofessional behaviour over a 6-year period. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Howe, Amanda – PersonEntity: Name: NameFull: Miles, Susan – PersonEntity: Name: NameFull: Wright, Sarah – PersonEntity: Name: NameFull: Leinster, Sam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2010 Type: published Y: 2010 Identifiers: – Type: issn-print Value: 0142159X Numbering: – Type: volume Value: 32 – Type: issue Value: 10 Titles: – TitleFull: Medical Teacher Type: main |
| ResultId | 1 |
