A cross-cultural study of students' approaches to professional dilemmas: sticks or ripples.
Medical Education 2012: 46 : 245-256 Context Medical educators internationally are faced with the challenge of teaching and assessing professionalism in their students. Some studies have drawn attention to contextual factors that influence students' responses to professional dilemmas. Although cultu...
| Publicado en: | Medical Education Vol. 46; no. 3; pp. 245 - 257 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Mar2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104515773&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104515773 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Mar2012 vid: 46 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104515773 71546729 10.1111/j.1365-2923.2011.04149.x NLM22324524 104515773 ppf: 245 ppct: 12 formats: fmt: @attributes: type: P tig: atl: A cross-cultural study of students' approaches to professional dilemmas: sticks or ripples. aug: au: Ho, Ming-Jung Lin, Chi-Wei Chiu, Yu-Ting Lingard, Lorelei Ginsburg, Shiphra affil: Department of Social Medicine, National Taiwan University College of Medicine, Taipei, Taiwan sug: subj: Professionalism Evaluation Students, Medical Psychosocial Factors Education, Clinical Ethnological Research Student Attitudes Cultural Values Semi-Structured Interview Human Videorecording Taiwan Vignettes Religion and Religions Ethics, Medical Male Female Audiorecording Grounded Theory Thematic Analysis Data Analysis Software Developed Countries Theoretical Sample Decision Making, Clinical Funding Source Interpersonal Relations Male Female ab: Medical Education 2012: 46 : 245-256 Context Medical educators internationally are faced with the challenge of teaching and assessing professionalism in their students. Some studies have drawn attention to contextual factors that influence students' responses to professional dilemmas. Although culture is a significant contextual factor, no research has examined student responses to professional dilemmas across different cultures. Methods Semi-structured interviews inquiring into reactions towards, and reasoning about, five video clips depicting students facing professional dilemmas were conducted with 24 final-year medical students in Taiwan. The interviews were transcribed and analysed according to the theoretical framework used in prior Canadian studies using the same videos and interview questions. Results The framework from previous Canadian research, including the components of principles, affect and implications, was generally applicable to the decision making of Taiwanese students, with some distinctions. Taiwanese students cited a few more avowed principles. Taiwanese students emphasised an additional unavowed principle that pertained to following the advice of more senior trainees. In addition to implications for patients, team members or themselves, Taiwanese students considered the impact of their responses on multiple relationships, including those with patients' families and alumni residents. Cultural norms were also cited by Taiwanese students. Conclusions Medical educators must acknowledge students' reasoning in professionally challenging situations and guide students to balance considerations of principles, implications, affects and cultural norms. The prominence of Confucian relationalism in this study, exhibited by students' considerations of the rippling effects of their behaviours on all their social relationships, calls for further cross-cultural studies on medical professionalism to move the field beyond a Western individualist focus. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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