NDLI: Faculty development for learning and teaching of medical professionalism.

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Faculty development for learning and teaching of medical professionalism.

Content Provider	World Health Organization (WHO)-Global Index Medicus
Author	Al-Eraky, Mohamed M. Donkers, Jeroen Wajid, Gohar Van Merrienboer, Jeroen J. G.
Description	Country affiliation: Saudi Arabia Author Affiliation: Al-Eraky MM ( University of Dammam , Saudi Arabia .)
Abstract	INTRODUCTION: Professionalism must be explicitly taught, but teaching professionalism is challenging, because medical teachers are not prepared to teach this content area. AIM: 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. PROGRAMME EVALUATION: 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. DISCUSSION: 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. CONCLUSION: 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.
File Format	HTM / HTML
ISSN	0142159X
Issue Number	Suppl 1
Volume Number	37
e-ISSN	1466187X
Journal	Medical Teacher
Language	English
Publisher	Taylor & Francis
Publisher Date	2015-04-01
Publisher Place	Great Britain (UK)
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Staff Development Humans Arabs Professionalism Discipline Medical Education Journal Article Organization & Administration Program Development Faculty, Medical Education Education, Medical Program Evaluation Culture
Content Type	Text
Resource Type	Article
Subject	Education Medicine

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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