Skinner Chris, Valentin Kelly, Davin Lorna, Leahy Tim, Berlach Linda
School of Medicine, University of Notre Dame, Fremantle, Australia.
Med Teach. 2024 Dec;46(12):1544-1552. doi: 10.1080/0142159X.2024.2409283. Epub 2024 Nov 4.
This paper explores personal and professional development (PPD) as a key learning domain for the future of medical education and person-centered care. Guided by existing curriculum development models and lessons learned in practice, scenarios from academic and clinical learning environments will guide a theory-driven discussion of concepts and competencies that humanize the practice of medicine, such as emotional intelligence, professional identity formation, lifelong learning and inclusive practice. Factors contributing to contemporary curriculum implementation will be informed by a case study of a PPD program delivered to post-graduate medical students in Australia and propose an action-focused series of next steps to connect past, current and future directions for medical schools and graduates. Through reflections on iterative stages of program development and the incorporation of emerging concepts in PPD, this paper advocates for the true valuing of personal growth and professional development in medical education. If future doctors are to graduate as compassionate, socially informed, and critically reflective practitioners, they need dedicated PPD learning, opportunities to practice and active encouragement to remain curious towards and beyond their own experience.
本文探讨个人与职业发展（PPD）作为医学教育未来及以患者为中心的医疗服务的关键学习领域。在现有课程开发模式及实践经验教训的指导下，来自学术和临床学习环境的场景将引导一场基于理论的讨论，探讨使医学实践更具人性化的概念和能力，如情商、职业身份形成、终身学习和包容性实践。对澳大利亚为研究生医学生提供的一个PPD项目的案例研究，将为当代课程实施的影响因素提供参考，并提出一系列以行动为导向的后续步骤，以连接医学院校和毕业生的过去、当前及未来方向。通过对项目开发的迭代阶段的反思以及将PPD中的新兴概念纳入其中，本文倡导在医学教育中真正重视个人成长和职业发展。如果未来的医生要成为富有同情心、具备社会意识且善于批判性反思的从业者毕业，他们需要专门的PPD学习、实践机会以及积极鼓励，使其对自身经验及之外的事物保持好奇心。
