The Future of Education
33 References to Support Professional Identity Formation in Undergraduate and Postgraduate Education in Family Medicine
Wolfram R. Arends, MVZ München Süd Harras; Ludwig Maximilians University Munich (Germany)
Abstract
Background
The concept of professional identity formation (PIF) is of central importance in medical school and in postgraduate training. Good university hospitals and academic teaching hospitals offer physicians in training a structured curriculum that teaches clearly defined training content in the allotted time. During the first days of residency after the state examination in medicine, it quickly becomes apparent to the ward service that knowledge of some essential skills and basic competencies is not always available during the course of study, but that these may be required for communication with patients, senior physicians, nursing staff, or even colleagues or other employees at the workplace. Education means knowing certain facts from history and having at least seen the most important literature in terms of names and content in order to understand the culturally sensitive approach to patients.
Objective/question
In order to avoid the same beginner's mistakes over and over again, the most important details for working together in a clinical setting were summarized in 33 tips. Since culturally sensitive interaction with patients is also increasingly required, particular emphasis was placed on this as well. Based on Schwanitz's definition of education, tips were given on acquiring knowledge and skills in dealing with colleagues in a team, which are also understood as a basis in crew resource management in medicine.
Material and Methods
The evaluation of the 33 tips was carried out with medical students in their 5th-7th clinical semester who had already completed clinical traineeships and block placements and had contact with inpatient and outpatient care. The evaluation was carried out using a questionnaire that included questions on acceptance, teaching quality and intrinsic and extrinsic motivation.
Results
The process evaluation shows broad acceptance and a measurable effect on extrinsic and intrinsic motivation for the tips.
Take-home message for practice
The 33 tips provide support in the daily work of training and continuing education in general practice.
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Keywords |
Medical curriculum, patient orientation, professional identity formation |
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REFERENCES |
Füeßl , S, Was Assistenzärzte leider nicht lernen, MMW-Fortschr. Med. 2015; 157 (3) Günes, Dennis, Patientenorientierung: Ausgezeichnet Dtsch Arztebl 2014; 111(5): A-179 / B-157 / C-151 Howard L et al. Medical training: some „forgotten“ common competencies. BMJ. 2014;349:g7384 |
