Mak-van der Vossen Marianne, Peerdeman Saskia, van Mook Walther, Croiset Gerda, Kusurkar Rashmi
VUmc School of Medical Sciences, P,O, box 7057, 1007 MB Amsterdam, the Netherlands.
BMC Res Notes. 2014 Jun 17;7:368. doi: 10.1186/1756-0500-7-368.
Developing professional behaviour is an important goal of medical education in which teachers play a significant part. Many teachers can be reluctant to fail students demonstrating unprofessional behaviour. We hypothesize that supporting teachers in teaching and assessing professional behaviour and involving them in remediation will reduce this reluctance.
In 2010, VUmc School of Medical Sciences Amsterdam introduced an educational theme on professional behaviour for the bachelor's and master's programmes in medicine with a special emphasis on supporting teachers in teaching and assessing professional behaviour and involving them in the remediation process. Information was extracted from the student database on the number of unprofessional behaviour judgments awarded over 2008-2010 (before the intervention), and 2010-2013 (after introducing the intervention), which was compared. To find out if teachers' reluctance to fail had decreased, qualitative feedback from the teachers was gathered and analysed. Since the implementation of the educational theme, the number of unprofessional behaviour judgments has risen. The teachers are positive about the implemented system of teaching and assessing professional behaviour, and feel less reluctant to award an unsatisfactory professional behaviour judgment.
Supporting teachers in teaching and assessing professional behaviour and involving them in students' remediation appears to reduce their reluctance to fail students demonstrating unprofessional behaviour.
培养职业行为是医学教育的一个重要目标，教师在其中发挥着重要作用。许多教师不愿给表现出不专业行为的学生不及格。我们假设，在教授和评估职业行为方面支持教师并让他们参与补救工作将减少这种不情愿。
2010年，阿姆斯特丹VUmc医学院为医学学士和硕士课程引入了一个关于职业行为的教育主题，特别强调在教授和评估职业行为方面支持教师并让他们参与补救过程。从学生数据库中提取了2008 - 2010年（干预前）和2010 - 2013年（引入干预后）授予的不专业行为判断数量的信息，并进行了比较。为了了解教师不愿给不及格的情况是否有所减少，收集并分析了教师的定性反馈。自实施该教育主题以来，不专业行为判断的数量有所增加。教师们对实施的职业行为教学和评估系统持积极态度，并且在给出不满意的职业行为判断时不再那么不情愿。
在教授和评估职业行为方面支持教师并让他们参与学生的补救工作，似乎可以减少他们给表现出不专业行为的学生不及格的不情愿。
