1 How to manage professionalism lapses is not taught, nor does expertise come easily. These findings provide empirical support to earlier descriptive, opinion-based models and may offer medical educators an empirical base for attending to students who display professionalism lapses.Īttending to professionalism lapses of undergraduate medical students is a demanding and time-consuming task for educators. Whereas phase 1 and 2 aim at keeping students in the medical community, phase 3 aims at guiding students out. ConclusionsĪn explanatory model for attending to professionalism lapses that fits in the overarching “communities of practice” framework was created. In phase 3, if the student did not demonstrate reflectiveness and improvement, and especially if (future) patient care was potentially compromised, participants assumed an opposite role: gatekeeper of the profession. In phase 2, they functioned as supportive coach, providing feedback on professionalism values, improving skills, creating reflectiveness, and offering support. In phase 1, experts enacted the role of concerned teacher, exploring the lapse from the student’s perspective. Resultsīased on participants’ descriptions, the authors developed a three-phase approach for attending to professionalism lapses. A constructivist grounded theory approach was used to develop an explanatory model for attending to students’ professionalism lapses. Data collection, coding, and analysis were performed in a constant comparative process. Three researchers independently completed three rounds of coding.
medical schools were conducted about the way they handle students’ professionalism lapses. Methodīetween October 2016 and January 2018, 23 in-depth interviews with 19 expert faculty responsible for remediation from 13 U.S. Ĭorrespondence should be addressed to Marianne Mak-van der Vossen, Department of Research in Education, VUmc School of Medical Sciences, Amsterdam University Medical Centers, PO Box 7057, 1007 MB Amsterdam, The Netherlands telephone: +31204448239 e-mail: Twitter: develop a road map for educators attending to medical students’ professionalism lapses, aiming to offer an empirical base for approaching students who display such lapses. Supplemental digital content for this article is available at. Įthical approval: This study was qualified as exempt from ethical approval by the University of California, San Francisco Institutional Review Board. Kusurkar is associate professor of medical education and head, Department of Research in Education, VUmc School of Medical Sciences, Amsterdam University Medical Centers, Amsterdam, The Netherlands ORCID. Croiset is professor of education and training, Health and Life Sciences, and dean of education and training, University Medical Center Groningen, Groningen, The Netherlands.
van Mook is internist/intensivist, Department of Intensive Care Medicine, postgraduate dean, Maastricht University Medical Center, and professor of medical education, Maastricht University, Maastricht, The Netherlands. Teherani is professor of medicine and education researcher, Center for Faculty Educators, School of Medicine, University of California, San Francisco, San Francisco, California. de la Croix is assistant professor, LEARN! Academy, Vrije Universiteit, and researcher, Department of Research in Education, VUmc School of Medical Sciences, Amsterdam University Medical Centers, Amsterdam, The Netherlands.Ī. Mak-van der Vossen is general physician, coordinator of professional behavior, and PhD student, Department of Research in Education, VUmc School of Medical Sciences, Amsterdam University Medical Centers, Amsterdam, The Netherlands ORCID.
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