Al-Eraky Mohamed M, Donkers Jeroen, Wajid Gohar, Van Merrienboer Jeroen J G
University of Dammam , Saudi Arabia .
Med Teach. 2015 Apr;37 Suppl 1:S40-6. doi: 10.3109/0142159X.2015.1006604.
Professionalism must be explicitly taught, but teaching professionalism is challenging, because medical teachers are not prepared to teach this content area.
This study aims at designing and evaluating a faculty development programme on learning and teaching professionalism in the Arabian context. Programme development: The study used a participatory design, where four authors and 28 teachers shared the responsibility in programme design in three steps: orientation workshop for teachers, vignette development, and teaching professionalism to students. The workshop provided the cognitive base on the salient attributes of professionalism in the Arabian context. After the workshop, authors helped teachers to develop a total of 32 vignettes in various clinical aspects, portraying a blend of professionalism dilemmas. A battery of seven questions/triggers was suggested to guide students' reflection.
The programme was evaluated with regard to its "construct" and its "outcomes". The programme has fulfilled the guiding principles for its design and it has emerged from a genuine professionalism framework from local scholarly studies in the Arabian context. Programme outcomes were evaluated at the four levels of Kirkpatrick's model; reaction, learning, behaviour, and results.
The study communicates a number of context-specific issues that should be considered when teaching professionalism in Arabian culture with respect to teachers and students. Three lessons were learned from developing vignettes, as reported by the authors. This study advocates the significance of transforming faculty development from the training discourse of stand-alone interventions to mentorship paradigm of the communities of learning.
A three-step approach (orientation workshop, vignettes development, and teaching professionalism) proved effective for faculty development for learning and teaching of professionalism. Professionalism can be taught using vignettes that demonstrate professionalism dilemmas in a particular context.
必须明确教授职业素养，但教授职业素养具有挑战性，因为医学教师并未准备好教授这一内容领域。
本研究旨在设计并评估一项关于在阿拉伯背景下学习与教授职业素养的教师发展计划。计划制定：该研究采用参与式设计，四位作者和28名教师分三步共同承担计划设计的责任：教师定向研讨会、编写案例以及向学生教授职业素养。该研讨会提供了关于阿拉伯背景下职业素养显著特征的认知基础。研讨会结束后，作者帮助教师编写了共32个涉及各个临床方面的案例，描绘了一系列职业素养困境。还提出了一组由七个问题/触发因素组成的内容，以引导学生进行反思。
对该计划的“结构”和“成果”进行了评估。该计划符合其设计的指导原则，并且源自阿拉伯背景下当地学术研究中一个真正的职业素养框架。计划成果在柯克帕特里克模型的四个层面进行了评估：反应、学习、行为和结果。
该研究传达了在阿拉伯文化中教授职业素养时，针对教师和学生应考虑的一些特定背景问题。作者报告称，从编写案例中学到了三个经验教训。本研究倡导将教师发展从单独干预的培训模式转变为学习社区的指导模式的重要性。
一种三步法（定向研讨会、编写案例以及教授职业素养）被证明对教师发展以学习和教授职业素养有效。可以使用在特定背景下展示职业素养困境的案例来教授职业素养。
