A Curriculum for Clerkship Students to Foster Professionalism Through Reflective Practice and Identity Formation.

ABSTRACT:

Introduction

Research suggests that students become less patient-centered and empathetic in response to both internal and external factors, including the organizational culture, or hidden curriculum, of medical school. Students often feel compelled to make compromises when they experience tension between competing values in clinical teaching environments. To address this, we implemented a modular, longitudinal professionalism curriculum for third-year medical students, based on a conceptual model that highlights a student's ideal, as well as the internal and environmental forces that can either sustain or change their ideal over time.

Methods

As students progressed through the third year, they participated in various modules linked to different clerkships, each focusing on a

SUBMITTER: Glod SA 

PROVIDER: S-EPMC6464454 | biostudies-literature | 2016 Jun

REPOSITORIES: biostudies-literature