Office of Medical Education and Research, University of Missouri-Kansas City School of Medicine, Kansas City, Missouri 64108, USA.
Acad Med. 2010 Jan;85(1):118-23. doi: 10.1097/ACM.0b013e3181c42acd.
To develop a method for teaching professionalism by enabling students and faculty members to share positive examples of professionalism in a comfortable environment that reflects the authentic experiences of physicians. Medical educators struggle with the teaching of professionalism. Professionalism definitions can guide what they teach, but they must also consider how they teach it, and constructs such as explicit role modeling, situated learning, and appreciative inquiry provide appropriate models.
The project consisted of students interviewing faculty members about their experiences with professionalism and then reflecting on and writing about the teachers' stories. In 2004, 62 students interviewed 33 faculty members, and 193 students observed the interviews. Using a project Web site, 36 students wrote 132 narratives based on the faculty's stories, and each student offered his or her reflections on one narrative. The authors analyzed the content of the narratives and reflections via an iterative process of independent coding and discussion to resolve disagreements.
Results showed that the narratives were rich and generally positive; they illustrated a broad range of the principles contained in many definitions of professionalism: humanism, accountability, altruism, and excellence. The students' reflections demonstrated awareness of the same major principles of professionalism that the faculty conveyed. The reflections served to spark new ideas about professionalism, reinforce the values of professionalism, deepen students' relationships with the faculty, and heighten students' commitment to behaving professionally.
Narrative storytelling, as a variant of appreciative inquiry, seems to be effective in deepening students' understanding and appreciation of professionalism.
通过让学生和教师在反映医生真实体验的舒适环境中分享专业精神的正面范例，开发一种教授专业精神的方法。医学教育工作者在教授专业精神方面存在困难。专业精神的定义可以指导他们的教学内容，但他们还必须考虑如何进行教学，而明确的角色示范、情境学习和欣赏式探究等结构提供了适当的模式。
该项目由学生对教师的专业精神体验进行访谈，然后对教师的故事进行反思和撰写。2004 年，62 名学生采访了 33 名教师，193 名学生观察了访谈。通过一个项目网站，36 名学生根据教师的故事撰写了 132 篇叙述，每位学生都对其中一篇叙述进行了反思。作者通过独立编码和讨论的迭代过程对叙述和反思的内容进行了分析，以解决分歧。
结果表明，这些叙述内容丰富且普遍积极，体现了许多专业精神定义中包含的广泛原则：人本主义、问责制、利他主义和卓越。学生的反思表明他们意识到了教师所传达的专业精神的同样重要原则。这些反思有助于激发对专业精神的新想法，强化专业精神的价值观，加深学生与教师的关系，并增强学生对专业行为的承诺。
叙事故事讲述作为欣赏式探究的一种变体，似乎可以有效地加深学生对专业精神的理解和欣赏。
