MEDICAL PROFESSIONALISM: TEACHING AND LEARNING
Journal Title: Наука і освіта - Year 2016, Vol 0, Issue 12
Abstract
The objective of modern education is to ensure that every physician understands the nature of professionalism, its cha- racteristics, and the obligations necessary to sustain it. This can be considered as a cognitive base of professionalism. Teach- ing the cognitive base of professionalism is not difficult. Establishing the environment where the process of socialization in its most positive sense can take place is much harder. A scientifically competent medicine alone cannot help a patient grapple with the loss of health or find meaning in suffering. Along with professional skills, physicians need the ability to listen to pa- tients and to act on their behalf. This is narrative competence, that is, the competence that human beings use to absorb, in- terpret, and respond to stories. This competency enables the physician to practice medicine with empathy, reflection, profes- sionalism, and trustworthiness. Through systematic and rigorous training of such narrative skills as close reading, reflective writing, and authentic discourse with patients, medical students can improve their care of patients, commitment to their own health and fulfillment, care of their colleagues, and continued fidelity to medicine’s ideals. Programs can be done to incorpo- rate narrative work into many aspects of medical education and practice. It is time to stop focusing on the rule-based profes- sionalism that dominates in our current teaching. Instead, we must acknowledge the narrative basis of medicine and develop educational experiences that will allow students and residents to learn what it truly means to be a physician. The assessment of professionalism must be subjective, narrative, personal, undertaken during both the periods of stress and during everyday activities (not just on special occasions).
Authors and Affiliations
Shahnaz Shooshtarizede, Ali Reza Yousefi, Narges Keshtiaray
Keywords
Related Articles
- EP ID EP580612
- DOI 10.24195/2414-4665-2016-12-26
- Views 151
- Downloads 0
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