Smyth Penelope, Birkman Clair, Hodgson Carol S
Department of Medicine, University of Alberta, Alberta, Canada.
IDEAS Office, University of Alberta, Alberta, Canada.
Can Med Educ J. 2021 Dec 29;12(6):82-95. doi: 10.36834/cmej.71908. eCollection 2021 Dec.
It is challenging to develop professionalism curricula for all members of a medical community of practice. We collected and developed professionalism vignettes for an interactive professionalism curriculum around our institutional professionalism norms following social constructivist learning theory principles.
Medical students, residents, physicians, nurses and research team members provided real-life professionalism vignettes. We collected stories about professionalism framed within the categories of our Faculty's code of conduct: honesty; confidentiality; respect; responsibility; and excellence. Altruism was from the Nursing Code of Ethics. Two expert committees anonymously rated and then discussed vignettes on their educational value and degree of unprofessional behaviour. Through consensus, the research team finalized vignette selection.
Eighty cases were submitted: 22 from another study; 20 from learners and nurses; and 30 from physicians; and eight from research team members. Two expert committees reviewed 53 and 42 vignettes, respectively. The final 18 were selected based upon: educational value; diversity in professionalism ratings; and representation of the professionalism categories.
Realistic and relevant professionalism vignettes can be systematically gathered from a community of practice and their representation of an institutional norm, educational value, and level of professional behaviour can be judged by experts with a high level of consensus.
为医学实践社区的所有成员制定职业素养课程具有挑战性。我们依据社会建构主义学习理论原则，围绕机构职业素养规范，收集并开发了用于交互式职业素养课程的职业素养案例。
医学生、住院医师、医生、护士和研究团队成员提供了现实生活中的职业素养案例。我们收集了围绕学院行为准则类别构建的职业素养故事：诚实；保密；尊重；责任；以及卓越。利他主义源自《护士伦理准则》。两个专家委员会对案例的教育价值和不专业行为程度进行匿名评分，然后讨论。通过协商一致，研究团队最终确定了案例的选择。
共提交了80个案例：22个来自另一项研究；20个来自学习者和护士；30个来自医生；8个来自研究团队成员。两个专家委员会分别审查了53个和42个案例。最终选取了18个案例，依据是：教育价值；职业素养评分的多样性；以及职业素养类别的代表性。
可以从实践社区系统地收集现实且相关的职业素养案例，并且专家能够高度一致地判断这些案例对机构规范、教育价值和职业行为水平的体现。
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