Teaching Professionalism in Medical Residency Programs: Exemplary Educators, Role Modeling, and the Influence of the Hidden Curriculum
Open Access
- Author:
- Herman, Beth K
- Graduate Program:
- Adult Education
- Degree:
- Doctor of Education
- Document Type:
- Dissertation
- Date of Defense:
- February 22, 2019
- Committee Members:
- Elizabeth Jean Tisdell, Dissertation Advisor/Co-Advisor
Elizabeth Jean Tisdell, Committee Chair/Co-Chair
Karin Sprow Forte, Committee Member
Betsy B Aumiller, Committee Member
Bari Dzomba, Outside Member - Keywords:
- Hidden Curriculum
Teaching Professionalism
Graduate Medical Education - Abstract:
- The purpose of this qualitative study was to understand how exemplary faculty physicians who are known as exemplary teachers perceive their role and the influence of the hidden curriculum when teaching the required competency of professionalism during residency training. Graduate Medical Education is a form of adult education, and this study is grounded in the fact that resident physicians must learn the clinical skills of medical knowledge and patient care, the management processes, and the psychosocial aspects of communication and professionalism. The study was grounded in the theoretical frameworks of situated learning, communities of practice, and professional identity formation. Data were collected primarily through qualitative interviews with 16 exemplary faculty physicians identified utilizing a survey completed by resident physicians; data were analyzed using the constant comparative method. There were three main sets of findings organized around: the educational learning of these exceptional educators; when the hidden curriculum becomes overt; and professional identity formation. The findings suggest that faculty members teach professionalism to learners using multiple methods and characteristics, with role modeling identified as the most frequent method of teaching. The study posits that while there are positive and negative influences of the hidden curriculum, the hidden curriculum occurs on a continuum, since these exemplary educators at times make it a point to discuss what is often hidden in the curriculum more overt in the interest of professional development. Generational differences regarding the assumed definition of professionalism emerged among the participants. Finally, the study found professional identity formation to be one of the essential components of teaching and learning professionalism. The study concludes with a consideration of the findings for theory and practice.