Franco Renato Soleiman, Franco Camila Ament Giuliani, Kusma Solena Ziemer, Severo Milton, Ferreira Maria Amélia
a Medicine School, Pontifical Catholic University of Paraná , Curitiba , Brazil.
b Department of Medical Education and Simulation, Faculty of Medicine , University of Porto , Porto , Portugal.
Med Teach. 2017 Feb;39(2):212-219. doi: 10.1080/0142159X.2017.1266316. Epub 2016 Dec 26.
Medical education provides students with abundant learning opportunities, each of which is embodied with messages concerning what is expected from students. This paper analyses students? exposure to instances of unprofessional behavior, investigating whether they judge such behavior to be unprofessional and whether they also participate in unprofessional behavior.
The survey developed in the Pritzker School of Medicine at the University of Chicago was the basis of this questionnaire that was answered by 276 students from two medical schools in Brazil and Portugal.
Unprofessional behavior was observed frequently by students in both universities, and the mean participation rates were similar (26% and 27%). Forty-five percent of students? participation in unprofessional behavior was explained by academic year, prior observation, and judgment.
The results indicate that once students have observed, participated in or misjudged unprofessional behavior, they tend to participate in and misjudge such behavior. The frequency with which students judged behaviors they had observed or participated in as ?borderline? or unprofessional could mean that they are experiencing moral distress.
Proper discussion of unprofessional behavior should foster a broad debate to encourage empowered students, faculties, and physicians to co-create a more professional environment for patient care.
医学教育为学生提供了丰富的学习机会，每个机会都蕴含着对学生的期望信息。本文分析了学生接触不专业行为实例的情况，调查他们是否认为此类行为不专业以及他们自己是否也参与不专业行为。
以芝加哥大学普利兹克医学院开展的调查为基础编制了这份问卷，巴西和葡萄牙两所医学院的276名学生回答了该问卷。
两所大学的学生都经常观察到不专业行为，平均参与率相似（分别为26%和27%）。45%的学生参与不专业行为可由学年、先前的观察和判断来解释。
结果表明，一旦学生观察到、参与了或错误判断了不专业行为，他们往往会参与并错误判断此类行为。学生将他们观察到或参与的行为判断为“边缘”或不专业的频率可能意味着他们正在经历道德困扰。
对不专业行为进行适当讨论应引发广泛辩论，以鼓励有自主权的学生、教师和医生共同营造一个更专业的患者护理环境。
