Abstract
An increasing focus on professional behaviours in the clinical workplace has renewed attention to this element of the curriculum in medical education. The group responsible for this area of the medicine curriculum at Monash hosted a forum entitled 'Learning to be Good' to explore issues around learning and assessment for professional behaviours. The workshops included representation from across the Faculty of Medicine, Nursing and Health Sciences.
Methods of Research / Description of Activity
An action research model was utilised to explore issues relating to learning and assessment of professional behaviours in the range of courses in the health care professions. Topics for workshops included teaching and learning professionalism in context, translation across professions, assessment and monitoring, and constructing professional identity.
Results of Research / Evaluation of Activity
Participants included representatives from medicine, nursing, physiotherapy, occupational therapy, dietetics and nutrition, radiology and social work. The interdisciplinary nature of the workshop was well received. A range of key issues relating to learning and assessment were evident across professions. These included both structural and educational issues such as engaging staff and developing professional identity and highlighted common concerns that serve as an excellent starting point for cross-discipline intervention.
Conclusions / Issues for Discussion
How can the identified barriers and challenges to learning and assessment of professionalism be addressed? How feasible is a 'unified approach' to professionalism across the disciplines in health care education?
| Original language | English |
|---|---|
| Pages | 79 |
| Number of pages | 1 |
| DOIs | |
| Publication status | Published - 27 Jun 2012 |
| Event | 2012 Australian and New Zealand Association for Health Professional Educators (ANZAHPE) Conference - Rotorua, New Zealand Duration: 26 Jun 2012 → 29 Jun 2012 |
Conference
| Conference | 2012 Australian and New Zealand Association for Health Professional Educators (ANZAHPE) Conference |
|---|---|
| Abbreviated title | ANZAHPE 2012 |
| Country | New Zealand |
| City | Rotorua |
| Period | 26/06/12 → 29/06/12 |
Keywords
- undergraduate medical education
- professional behaviour
- curriculum development
Cite this
}
Learning to be good. / Lindley, Jennifer; Schmidt, Erica; Block, Andrew.
2012. 79 Abstract from 2012 Australian and New Zealand Association for Health Professional Educators (ANZAHPE) Conference, Rotorua, New Zealand.Research output: Contribution to conference › Abstract › Other › peer-review
TY - CONF
T1 - Learning to be good
AU - Lindley, Jennifer
AU - Schmidt, Erica
AU - Block, Andrew
PY - 2012/6/27
Y1 - 2012/6/27
N2 - Introduction / Background An increasing focus on professional behaviours in the clinical workplace has renewed attention to this element of the curriculum in medical education. The group responsible for this area of the medicine curriculum at Monash hosted a forum entitled 'Learning to be Good' to explore issues around learning and assessment for professional behaviours. The workshops included representation from across the Faculty of Medicine, Nursing and Health Sciences. Methods of Research / Description of Activity An action research model was utilised to explore issues relating to learning and assessment of professional behaviours in the range of courses in the health care professions. Topics for workshops included teaching and learning professionalism in context, translation across professions, assessment and monitoring, and constructing professional identity. Results of Research / Evaluation of Activity Participants included representatives from medicine, nursing, physiotherapy, occupational therapy, dietetics and nutrition, radiology and social work. The interdisciplinary nature of the workshop was well received. A range of key issues relating to learning and assessment were evident across professions. These included both structural and educational issues such as engaging staff and developing professional identity and highlighted common concerns that serve as an excellent starting point for cross-discipline intervention. Conclusions / Issues for Discussion How can the identified barriers and challenges to learning and assessment of professionalism be addressed? How feasible is a 'unified approach' to professionalism across the disciplines in health care education?
AB - Introduction / Background An increasing focus on professional behaviours in the clinical workplace has renewed attention to this element of the curriculum in medical education. The group responsible for this area of the medicine curriculum at Monash hosted a forum entitled 'Learning to be Good' to explore issues around learning and assessment for professional behaviours. The workshops included representation from across the Faculty of Medicine, Nursing and Health Sciences. Methods of Research / Description of Activity An action research model was utilised to explore issues relating to learning and assessment of professional behaviours in the range of courses in the health care professions. Topics for workshops included teaching and learning professionalism in context, translation across professions, assessment and monitoring, and constructing professional identity. Results of Research / Evaluation of Activity Participants included representatives from medicine, nursing, physiotherapy, occupational therapy, dietetics and nutrition, radiology and social work. The interdisciplinary nature of the workshop was well received. A range of key issues relating to learning and assessment were evident across professions. These included both structural and educational issues such as engaging staff and developing professional identity and highlighted common concerns that serve as an excellent starting point for cross-discipline intervention. Conclusions / Issues for Discussion How can the identified barriers and challenges to learning and assessment of professionalism be addressed? How feasible is a 'unified approach' to professionalism across the disciplines in health care education?
KW - undergraduate medical education
KW - professional behaviour
KW - curriculum development
U2 - https://docs.wixstatic.com/ugd/363deb_62e3c59172e13526ef9c60a1952a72ce.pdf
DO - https://docs.wixstatic.com/ugd/363deb_62e3c59172e13526ef9c60a1952a72ce.pdf
M3 - Abstract
SP - 79
ER -