Discussion
In the current study, the experts determined five main categories of factors affecting FD in professionalism in medical education: ”culture”, ”educational factors”, ”background factors”, “attitude factors”, and “organizational factors”. There are no studies investigating FD in the area of professionalism; however, there are general studies that mention several factors affecting FD. Coferla quoting Zine mentions four main supporting and limiting factors for FD including 1) people and interpersonal relations, 2) organizational structures, 3) personal attentions and commitments, and 4) personal characteristics (18). In contrast, the results of the current study are in agreement withconfirm the study by Zine about general FD; however,
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there are clear differences due to the specialized nature of the study which investigates FD in the area of professionalism. “Culture” was found the largest theme affecting FD in professionalism. According to the results, “culture” affects medical education in general and professionalism in particular and needs to be considered in planning medical education curriculum. The culture of society, patients, and health care providers such as physicians affect medical education, and ignoring them can have consequences (19). Considering faculty members who are also the main part of education, the role of culture is also prominent and emphasized by experts. For example, William Berquest considers faculty members as parts of a sub-culture (20). Moor also emphasizes the role of culture in FD (20). In this study, the participants suggested the positive and negative role of culture and stated that generally culture has an important role in the success of FD programs in professionalism. The structure and management of FD programs differ in every area because it depends on the culture of the target university (20). On the other hand, when considering professionalism, one must remember that professionalism itself is connected with culture which further complicates matters especially for the development of clinical faculty members who work with students, patients, and other hospital personal. However, there are many cultural diversities, then it is a challenge for medical educators to get cultural competency (21). According to Gillespie, the main question about the dominant culture in a university is that what type of management support is needed for FD (20). In the current study, the participants also mentioned the role of organizational values and university and department managements in FD. Given the fact that organizational approach is the main tool for creating educational changes and the identity of faculty members (22), the participants declared that the dominant culture in departments including organizational values are able to directly affect professionalism in faculty members, which can help and hinder FD. Also, in the study by Pololi et.al, medical faculty members believed that there are culture culture-related problems in universities that affect professionalism of faculty members (23). When talking about development of clinical faculty members in medical sciences, we are talking about a faculty member that deals with patients and students who make confrontations unavoidable. Hence, if we accept that there are cultural differences between medical teams and patients, we expect this gap to be filled during and through medical education and suitable training (19). This makes it necessary to develop faculty members and equip them to deal with the gap. According to the participants, the cultural issues in the society can affect FD in the area of professionalism. One of the other factors mentioned by the participants was “social pressures” including “peer pressure” and “pressure from students”.
According to the experts taken part in this study, peer pressure can encourage people behave in a certain way or discourage certain behaviors effective on FD. For example, they pointed that even if faculty members were to learn professionalism and were desired to have professional mannerway, disagreements from peers for any reason would have stopped their professional behavior and made the FD programs useless. A study by Hitchcock emphasized the important role of the relationships between fellow faculty members for academic advancement, believing that it has a more important role compared to the organization (24). Another study which investigates the role of other faculty members in fellowship training programs claims that those who graduate from these training programs play an important role in creating change in the culture of constant learning among their peers (25). Therefore, one must pay attention to the role of peers in FD programs.
Another extracted code in this study is the effect of “dominant culture in management teams” on FD in the area of professionalism. So, professional associations can have an effective role in changing organizations, and thus people working in those organizations (26). The participants also insinuated the role of prominent characters at university, cultural organizations, and professional associations such as Medical
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Council in FD. Regardless the type of FD program, it can be said that suitable background is vital for development program in the organization, which demonstrates the difference between success and failure of these programs (27). The participants also pointed out factors that can be considered background factors such as “work conditions”, “organization's environment”, “advertisement”, and “political and financial situations”. According to the participants, using “advertisement” can be effective in advancement of FD programs and changeing attitudes toward professionalism. Given the power of advertisement in endorsing FD programs, it is suggested to use advertisement experts for this purpose. It is said that e-mails are the best advertisement medium, and a list of e-mails can be used multiple times (28). Another group of factors affecting FD were “attitude” factors including the “feeling the need for training”, “need to stability”, “personal behaviors”, “personal attitudes”, and “motivations” towards development programs and professionalism.
The participants especially emphasized the theme of motivation. Motivation is a dependent and independent variable in medical education that can affect the competency of people (29). According to earlier previous studies in psychology, feelings can affect a person's motivations (30). According to the participants and given the role of professionalism as part of competency and the relation between professionalism, motivation and feelings and creating proper incentives using various feelings can play a special role in
FD. There are no specific techniques for creating motivations in participants in FD programs; however, the study by Lowenthal shows that different departments have different trends for development programs, and these differences lead to changes in participants’ motivations (31). In another study, Wallin investigated methods for creating motivation in faculty members for better results in development programs and concluded that in order to create proper motivations, development programs must be in line with the needs of the faculty members (32). Another background factor was “personal and demographical characteristics” such as “age”, “gender”, “field of study”, and “academic degree”. Variables such as gender, field of study, education, and similar variables can affect the education needs of faculty members in development programs (33). Since only clinical faculty members with similar fields and academic degrees were investigated, the effects of this factor were not reported prominent. The concept of identity for faculty members is defined as "knowing one's place" or knowing one's place in the professional environment, resulting from society or from the person himself (34). In medical sciences, knowing one's professional place can play an important role. Van Vuuren, in a study on the environments of medicine, investigated the meaning behind knowing one's place in the professional environment, stating that evaluatibng work environment is essential for health related interventions (35). This factor belongs to the group of attitude factors, including the faculty member's attitude toward the role of instructor and health care provider. Another main set of factors affecting FD are “organizational factors”, some of which relate to the managers. In Iran, most managers follow task-oriented leadership methods instead of democratic leadership methods effective in guiding the employees in their professional tasks (36, 37). According to the participants, managers of universities and departments can contribute to the effectiveness of FD programs in professionalism by active leadership and demanding professionalism from their employees. Scholes, in a study investigating the situation with future heads of universities, believes that university managers must play a leadership role in enhancing the capabilities of faculty members and FD programs (38). “Encouragement and deterrence” are among other organizational factors that are important. Encouragement means creating desire and appetite and can be useful in any education, and suitable stimuli may be applied to make learning, repeating, and consolidation of certain behaviors desirable (39). According to the participants, encouraging the faculty members taking part in development programs in professionalism can be very effective, especially through organizational means. “Selecting a suitable educational strategy” and “using suitable methods for evaluating” the skills of faculty members may also determine the success and failure of FD programs as mentioned by the participants. A study by Majidi showed that among available strategies, some such as workshops, short training courses, fellowship, and determining the best performance are the best FD strategies according to the faculty members. Young faculty members with less than 5 years of experience considered workshops, determining the best performance, and learning from peers as the best strategies but did not welcome evaluations carried out by students, and for evaluating FD, such evaluations were considered the least suitable method (Majidi, 20152016). A limitation with the current study was that although the participants were medical science faculty members experienced in medical education and medical management, busy schedule of the participants due to demands of management positions made data gathering excessively slow and time-consuming. Finally, it is recommended to put into inquiry each of the factors presented in this study and their effects and also the methods of controlling these factors in the future studies to present strategies for managing the so-called factors. Conclusion A possible means of improving professionalism is not only faculty development that teaches professionalism, but also development of professional behavior. Given the results of this study, it can be concluded that unlike other educational programs, FD is not easy in the area of professionalism. There are many factors that influence faculty development in professionalism. These factors can be related to the people themselves, the organization or environment, and the background, and all these can affect the success of development programs regardless of their source. Some factors like demographic characteristics are not changeable, but some of them like educational factors could be changed easily, and some of them such as culture are crucial, but arduous to be changed. A developer should try to control the factors before and during the program to have a successful FD in this area.
Medical school and teaching hospital leaders, educators, providers, and researchers operate in an environment that is more chall...
Professionalism can be defined as the competence of skills and principles of an individual in a profession. A professional must be knowledgeable in their profession, committed to improvement of one’s knowledge and skills, service oriented, covenantal relationships to patients/patrons, creative, innovative, ethical, accountable and a leader. These competencies are essential for a professional to perform and excel in their profession.
Professionalism is defined as the accrued knowledge and behavior possessed by individuals in order to obtain successful goals and attributes for their organization, facility or work environment (McDonagh, 2008). Being professional while at work let others know that you are reliable, respectful, and competent at what you do. Professionalism in a medical office is very important, it means putting patient needs as top priority. Professionalism in a medical office is taking responsibility of your patients, committing to patient confidentiality, and having patient-centered care for the patients.
Since I often found myself attending a new school, I learned how to adapt to my surroundings and talk to people with confidence and ease. Being a new student also meant that I had a lot of conversations with teachers and guidance counselors. School always felt like a safe place because of how faculty members invested in me and supported my aspirations. Since I never received that kind of affirmation at home, I developed a deep respect for my teachers and advisors. These experiences shaped characteristics in me that will exhibit professionalism as a student in academic and clinical settings. Being outgoing and approachable will be as equally important as having an eagerness to show support and respect to peers, faculty, and
Introduction This paper is presented in partial completion of unit:12 Organisational Behaviour and will be used to analyse how an organization's culture, politics, and power influence individual and team behavior and performance. There is an old saying: "It's not what you know; it's who you know. " Business politics one would say is getting ahead by being noticed and liked by the right circle of people (Rawes, n.d.). Culture, power, and politics play a critical function in business, it influences how decisions are made and how staff interacts with each other.
Professionalism is an adherence to a set of values comprising both a formally agreed-upon code of conduct and the informal expectations of colleagues, clients and society. The key values include acting in a patient's interest, responsiveness to the health needs of society, maintaining the highest standards of excellence in the practice of medicine and in the generation and dissemination of knowledge. In addition to medical knowledge and skills, medical professionals should present psychosocial and humanistic qualities such as caring, empathy, humility and compassion, as well as social responsibility and sensitivity to people's culture and beliefs. All these qualities are expected of members of highly trained professions.
Professionalism in the workplace in many professions can be simplified into general categories such as neat appearance, interaction with clients, punctuality, general subject knowledge, and likability. In nursing, professionalism encompasses a much more broad and inclusive set of criteria than any other profession. Nurses specifically are held to a higher standard in nearly every part of their job. Nurses are not only expected to uphold what it seen as professional in the aforementioned categories, but they are also expected to promote health, wellbeing, and advocate for patients, but also continually provide the highest standard of care, demonstrate exemplary subject and procedural knowledge, and abide by the Code of ethics set forth by the American Nurses Association. This Code of Ethics includes the complex moral and ethical principles of autonomy, beneficence, nonmaleficence, fidelity, honesty, and integrity.
Motivating and creating positive feelings’ regarding the subject matter being presented makes the learner feel good and empowered by the knowledge they are gaining, and should be a goal of all medical educators. Teachers of medical resident’s, intern’s, and medical students must realize that flexibility is important to a proper learning atmosphere and that encouraging critical thinking, creativity, and expected comments is part of the learning and teaching process. As a Faculty Member you will often experience fear, joy, feelings of tentativeness, and feelings of extreme confidence and satisfaction. Handle fear with good preparation; confidence brought forward with good preparation is the easiest way to allay fear.
Professionalism starts in schools, the five ways workplace professionalism starts in schools are, punctuality, good attendance, collaboration, conformity, and problem solving. By being punctuality in school it shows the instructor and your classmates that you are being serried about your school work. By being serious and being on time for school it makes students more apt to going to work each day and being at work at the correct time which shows your employer that you are professional. Students who skip school often are not as likely to have good work attendance. Grades are impacted by the students attendance. If a student is used to being absent at school it is the same as missing a day of work. The article stated that absenteeism costs
This report critically evaluates an incident, situating it in the context of Gypsy and Traveller education; the group highlighted as the ‘most at risk in the education system ' (DfES, 2003). Teacher professionalism and how this has developed over the preceding decades will be considered, along with the social, economic and political aspects affecting professionalism. Marketisation in the context of education is examined, and it is argued that that marketisation, by its very nature, excludes vulnerable ethnic minority groups; and that this exclusion from education has an impact on an educator’s pedagogy and practise. Marketisation has changed the landscape of teaching and pedagogical practice and arguably the introduction of the
Professionalism is defined as one's conduct at work. The quality of professionalism is not restricted to those in occupations with high level of education or high earnings. Any worker regardless of their level of education or occupation should demonstrate a high level of this trait (About.com, 2013). Acting professionally at workplace makes others think of you as reliable, respectful, and competent.
I have in all my undergraduate study been told what to do as student. All the information, tasks and assignment were delivered and dictated by the teachers in charge of the subject or the modules, and as students I had to follow the instruction giving, however, since I came to Cardiff university to do my master degree on health care science, the attitudes of the teachers and the way the modules structured which was different form the way I used to and had influence (presage) in my view the way we teach our Operating Department Practitioners ODPs and students nurses coming to the operating theatre for their post qualification internal ship and hoping that I will introduce a change in order to assist new ODPs and nurses graduates in order to help them building their capabilities to work independently and safely, the aim of the internal ship period is to produce competent theatre practitioners in term of skills, knowledge, confidence and learning responsibility Quinn et al. (2007). Therefore a lot of effort must be utilised to help them in the transition period form students to qualified staff (Simelane et al.1997).
Professionalism is the set of values comprising a formally agreed-upon contract between the experts who are qualified to assistant the patient. The informal expectations between classmates, clients and society will give assurance that practicing an activity will help me progress towards professionalism. As a student in a doctor of physical therapist degree the formal and informal aspect of professionalism will allow me to maintain the highest standards of excellence when practicing medicine. Being able to maintain a high level of professionalism as a student will specify the importance in a patient’s interest, and quick responsive to health needs. As a student professionalism in the context will help me gain knowledge and skills to grow as a professional.
Professionalism can be defined as “the way individuals act to support and positively promote the environment and the goal of the business or organization they are working in.” A mark of a great college or university is its ability to create an environment which nurtures student professionalism in which its students are supported to develop the knowledge and fundamental skills to demonstrate core competencies while behaving in ways that honor their profession. Helping students to achieve this level of professionalism is as important to a school as is its success in educating students in their specific areas of study. Professionalism is said to be comprised of various attributes which include relationships, responsibilities, and ethics.
Throughout my life, I have worked towards one goal which is to become a doctor. Medicine offers the opportunity for me to integrate different scopes of science while trying to improve human life. Medicine has intrigued me throughout all my life because it??s a never ending mystery and every answer has questions, and vice versa. Upon entering my career, I had assumed that professional and financial success would surely bring personal fulfillment. This realization triggered a process of self-searching that led me to medicine. The commitment to provide others with healthcare is a serious decision for anyone. As I examined my interests and goals, however, I underwent a process of personal growth that has propelled me towards a career as a physician. A career in medicine will allow me to integrate thoroughly my passion for science into a public-service framework. Since childhood, I have loved acquiring scientific knowledge, particularly involving biological processes. During my undergraduate studies, I displayed my ability to juggle competing demands while still maintaining my academic focus; I have succeeded at school while volunteering part time, spending time with family and friends, and working part-time. To better serve my expected patient population, I worked over my English and Korean language skills. I have come to discover that a job and even a good income, without another significant purpose, will not bring satisfaction. I planed to utilize my assets, namely my problem- solving affinity, strong work ethic, and interpersonal commitment, to craft a stimulating, personally rewarding career in medicine. I have taken stock of myself, considering my skills, experiences, and goals. I have looked to family and friends, some of whom are doctors, for advice. Because of this self-examination, I have decided to pursue a career in health care. The process has been difficult at times but always illuminating. Throughout it all, I have never lost confidence - the confidence that I will actively absorb all available medical knowledge, forge friendships with fellow students, and emerge from my training as a skilful and caring physician.