University of Manchester Medical School, Stopford Building, Oxford Road, Manchester M13 9PT, UK.
Adv Health Sci Educ Theory Pract. 2009 Oct;14(4):475-86. doi: 10.1007/s10459-008-9130-6. Epub 2008 Jul 17.
Personal and Professional Development (PPD) is now key to the undergraduate medical curriculum and requires provision of appropriate learning experiences. In order to achieve this, it is essential that we ascertain students' perceptions of what is important in their PPD. We required a methodological approach suitable for a large medical school, which defines constructs used by the students to describe their PPD, and is not constrained by a researcher's predetermined line of questioning. It should also quantify the saliencies of these constructs in the student population and indicate how they gauge their own PPD. The instrument should also be suitable for administration at key stages of the students' learning experience. Here we describe the first stages in developing a novel method, which fulfils these requirements. It is based on a modified self repertory grid, the "Ideal Self" Inventory. All first year students (N = 379), provided five descriptors of a "good medical student" and of a not very good medical student, which generated 1,531 'ideal' qualities. To define underlying themed constructs, 49 randomly selected descriptors, were grouped together by self selected students (n = 55), using commonly held assumptions. Frequency of item co-occurrence was tabulated by multidimensional scaling. Themed clusters of 'ideal' qualities, defined by hierarchical cluster analysis, were overlaid onto the multidimensional scaling to generate a concept map. This revealed seven themed constructs; Personal Welfare, Time and Self Management Committed Work Ethic, Learning Skills, Personal Development/Reflection, Personal and Professional Conduct and Teamwork. We then analysed the 1,531 'ideal' qualities, by determining the frequency with which students used each construct and the proportion of students who used a construct at least once. Personal and Professional Conduct, Committed Work Ethic and Time and Self Management were the most frequently used, implying that they were the most salient for the first year students.
个人与专业发展（PPD）现在是本科医学课程的关键，需要提供适当的学习经验。为了实现这一目标，我们必须确定学生对 PPD 重要性的看法。我们需要一种适用于大型医学院校的方法，这种方法定义了学生用来描述 PPD 的结构，不受研究人员预先设定的问题的限制。它还应该量化这些结构在学生群体中的突出程度，并表明他们如何衡量自己的 PPD。该工具还应适合在学生学习经历的关键阶段进行管理。在这里，我们描述了开发一种新方法的最初阶段，该方法满足了这些要求。它基于一种改良的自我再认网格，即“理想自我”清单。所有一年级学生（N=379）提供了五个描述一个“好医学生”和一个不太好医学生的特征，这产生了 1531 个“理想”特质。为了定义潜在的主题结构，通过自我选择的学生（n=55）将 49 个随机选择的描述符分组在一起，使用共同的假设。通过多维标度法计算项目共同出现的频率。通过层次聚类分析定义的主题聚类“理想”特质被叠加到多维标度上以生成概念图。这揭示了七个主题结构；个人福利、时间和自我管理、敬业的职业道德、学习技能、个人发展/反思、个人和职业行为以及团队合作。然后，我们通过确定学生使用每个结构的频率以及使用结构的学生比例来分析 1531 个“理想”特质。个人和职业行为、敬业的职业道德和时间和自我管理是使用最频繁的，这意味着它们对一年级学生来说是最突出的。
