Professional Behavior
المؤلف:
Larry W. Belbeck & Shucui Jiang & Nicoleta Nutiu
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P234-C20
2025-07-12
404
Professional Behavior
It was noted during these discussions in the first year that the course was offered, that students were very competitive, defensive of their own position and were less likely to change based on feedback from classmates.
During the second year, students were presented with "The McMaster Medical School Guide to Professional Behavior in Tutorial Meetings" (McMaster University, 2002). They were encouraged to follow these guidelines and this was part of the student self and peer assessment. Instructors encouraged positive behaviors during both classroom and electronic opportunities.
Table one is a summary of the professional qualities that we attempt to teach along with some specific examples.
When student behavior was compared with a group of practicing health care professionals, the following differences were noted at the end of the first year of the course.
During the second year of the course, there was a much less noticeable difference in professional behavior. The question of whether this conforming to an expected standard of professional behavior interfered with reasoning or identification of issues was tested by comparing the pattern of issue generation between the two groups. Since problems varied in scope and complexity, the comparison was made between either the student or health professional and the planner who wrote the problem. The relevancy of the issues was determined by experienced tutors who ran the workshops. Similar issues were grouped so that there was no inflation of student numbers.
In both trials, the students generated many more issues than health professionals and pursued these issues with a wider range of information resources.
Health care professionals focus on a few issues and use a limited set of references to confirm or review the essentials to manage the case. Most do not look for further problems, probably because they are used to working under time constraints in their practice.
Thus "early closure" or being too focused is a problem to be addressed in continuing education of physicians. The evidence of this in practice are the number of patients that once labelled with a particular disease are not investigated further or treated differently in spite of unusual findings or results being detected.
Students, in the academic setting think broadly and explore problems to a greater depth. This is not surprising as these behaviors are continually assessed in the academic environment. For students, the more they portray these behaviors, the greater the reward.
For health care professionals, there is not a great reward structure, but rather change occurs because of complaints, practice standards committees or litigation. All of these are at the lower end of the scale and are likely punitive.
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