Defining professionalism in the health sciences
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This qualitative single case study explores how faculty members within a Midwestern four-year university's school of health professions define the concept of professionalism for their students. Faculty and department leaders were interviewed through focus groups or individual interviews to learn how they define or give meaning to the concept of professionalism. Faculty tended to define the concept using ethical principles, values, and behavioral terms during interviews. In addition to explicit teaching of the concept of professionalism, role modeling, and continuous assessment and reflection were identified as important to helping students acquire a professional identity. Challenges were identified in teaching the concept of professionalism. These included: students lack of maturity and experience; differing standards at fieldwork sites; lack of objectivity in defining and measuring; lack of clear policy; and lack of administrative support.
Access is limited to the campus of the University of Missouri--Columbia.