TY - JOUR
T1 - Developing a two-dimensional model of unprofessional behaviour profiles in medical students
AU - Mak-van der Vossen, Marianne C.
AU - de la Croix, Anne
AU - Teherani, Arianne
AU - van Mook, Walther N. K. A.
AU - Croiset, Gerda
AU - Kusurkar, Rashmi A.
N1 - Funding Information:
The authors would like to thank all participants for generously contributing their time and expertise. We also wish to thank Peter van Dijken, MD from University Medical Center Groningen, Marian Wolters, MD from University Medical Center Utrecht and Martijn Visser, from Erasmus Medical Center Rotterdam, who helped arrange the expert panel meetings at their institutions.
Publisher Copyright:
© 2018, The Author(s).
PY - 2019/5
Y1 - 2019/5
N2 - Standardized narratives or profiles can facilitate identification of poor professional behaviour of medical students. If unprofessional behaviour is identified, educators can help the student to improve their professional performance. In an earlier study, based on opinions of frontline teachers from one institution, the authors identified three profiles of medical students' unprofessional behaviour: (1) Poor reliability, (2) Poor reliability and poor insight, and (3) Poor reliability, poor insight and poor adaptability. The distinguishing variable was Capacity for self-reflection and adaptability. The current study used Nominal Group Technique and thematic analysis to refine these findings by synthesizing experts' opinions from different medical schools, aiming to develop a model of unprofessional behaviour profiles in medical students. Thirty-one experienced faculty, purposively sampled for knowledge and experience in teaching and evaluation of professionalism, participated in five meetings at five medical schools in the Netherlands. In each group, participants generated ideas, discussed them, and independently ranked these ideas by allocating points to them. Experts suggested ten different ideas, from which the top 3 received 60% of all ranking points: (1) Reflectiveness and adaptability are two distinct distinguishing variables (25%), (2) The term reliability is too narrow to describe unprofessional behaviour (22%), and (3) Profiles are dynamic over time (12%). Incorporating these ideas yielded a model consisting of four profiles of medical students' unprofessional behaviour (accidental behaviour, struggling behaviour, gaming-the-system behaviour and disavowing behaviour) and two distinguishing variables (reflectiveness and adaptability). The findings could advance educators' insight into students' unprofessional behaviour, and provide information for future research on professionalism remediation.
AB - Standardized narratives or profiles can facilitate identification of poor professional behaviour of medical students. If unprofessional behaviour is identified, educators can help the student to improve their professional performance. In an earlier study, based on opinions of frontline teachers from one institution, the authors identified three profiles of medical students' unprofessional behaviour: (1) Poor reliability, (2) Poor reliability and poor insight, and (3) Poor reliability, poor insight and poor adaptability. The distinguishing variable was Capacity for self-reflection and adaptability. The current study used Nominal Group Technique and thematic analysis to refine these findings by synthesizing experts' opinions from different medical schools, aiming to develop a model of unprofessional behaviour profiles in medical students. Thirty-one experienced faculty, purposively sampled for knowledge and experience in teaching and evaluation of professionalism, participated in five meetings at five medical schools in the Netherlands. In each group, participants generated ideas, discussed them, and independently ranked these ideas by allocating points to them. Experts suggested ten different ideas, from which the top 3 received 60% of all ranking points: (1) Reflectiveness and adaptability are two distinct distinguishing variables (25%), (2) The term reliability is too narrow to describe unprofessional behaviour (22%), and (3) Profiles are dynamic over time (12%). Incorporating these ideas yielded a model consisting of four profiles of medical students' unprofessional behaviour (accidental behaviour, struggling behaviour, gaming-the-system behaviour and disavowing behaviour) and two distinguishing variables (reflectiveness and adaptability). The findings could advance educators' insight into students' unprofessional behaviour, and provide information for future research on professionalism remediation.
KW - Attitude
KW - Consensus
KW - Faculty
KW - Undergraduate medical education
KW - Medical schools
KW - Medical students
KW - Professionalism
KW - Professional misconduct
KW - Unprofessional behaviour
KW - REMEDIATION PROGRAM
KW - PROFESSIONALISM
KW - EDUCATION
KW - CONSENSUS
KW - FAILURE
U2 - 10.1007/s10459-018-9861-y
DO - 10.1007/s10459-018-9861-y
M3 - Article
C2 - 30387053
SN - 1382-4996
VL - 24
SP - 215
EP - 232
JO - Advances in Health Sciences Education
JF - Advances in Health Sciences Education
IS - 2
ER -