a Department of Pediatrics , University of California Davis , Sacramento , CA , USA.
b Department of Pediatrics , Stanford University School of Medicine , Stanford , CA , USA.
Med Teach. 2019 Mar;41(3):325-331. doi: 10.1080/0142159X.2018.1472371. Epub 2018 May 25.
To explore the types of exemplary professional behaviors and the facilitators and barriers to professional behavior discussed by student-mentor dyads during appreciative inquiry (AI) dialogs.
We conducted a qualitative analysis of AI narratives discussing exemplary professional practice written by third-year medical students following a dialog with mentors. Narratives were thematically analyzed using directed content analysis to explore the types of exemplary professional behaviors discussed and the facilitators and barriers to professional practice. Narratives were coded independently by two investigators; codes were finalized, themes were derived, and a model on how exemplary professional behaviors are nurtured and reinforced was developed.
Themes addressed humanism toward others and excellence, with altruism being an underlying implicit guiding principle behind professional behavior. Humanism toward self was infrequently discussed as an aspect of professionalism, but when discussed, was perceived to foster resilience. Principle-based attitudes and emotional intelligence facilitated professional behaviors. Programmatic scaffolds facilitated professional behavior and included curricula on reflective practice, mentorship, promoting learner autonomy and connectedness, and a safe environment.
AI is an effective strategy that can be used to stimulate learner reflection on professionalism, humanism, and wellness and promote learner acknowledgement of positive aspects of the learning environment.
探讨学生-导师二人组在欣赏式探询（AI）对话中讨论的模范专业行为类型以及专业行为的促进因素和障碍。
我们对医学生与导师对话后撰写的 AI 叙事中讨论模范专业实践的内容进行了定性分析。使用有针对性的内容分析对叙事进行主题分析，以探讨讨论的模范专业行为类型以及专业实践的促进因素和障碍。两名研究人员独立对叙事进行编码；确定了代码、得出了主题，并提出了一个关于如何培养和强化模范专业行为的模型。
主题涉及对他人和卓越的人文精神，利他主义是专业行为背后的隐含指导原则。自我人文精神很少被讨论为专业精神的一个方面，但在讨论时，被认为有助于培养韧性。基于原则的态度和情绪智力促进了专业行为。计划性的支持措施促进了专业行为，包括反思实践、指导、促进学习者自主性和联系以及安全的环境等课程。
AI 是一种有效的策略，可以用来激发学习者对专业精神、人文精神和健康的反思，并促进学习者对学习环境的积极方面的认可。
