Professionalism is grounded with core ethical values and standards. These values and standards are built on the morals you learn when growing up. Having used these morals in different situations throughout your life helps you develop your own sense of professionalism. Professionalism is a major aspect not only in the medical field but in all fields.
Many a times we also learn from our clinicians to better our professionalism in a clinical setting.My question though is how can a clinician rate you as professional or unprofessional without being around when you are interacting with patients?
At the University of the Western Cape, when a student is on clinical rotation, clinicians at the specific placement have to fill out a professional conduct form at the end of the clinical rotation scoring the student in specific areas, this mark is then classified indicative of how professional the student was throughout the clinical rotation
According to Sheehan, Robbins, Porter, & Manley (2015) professionalism is often measured on the students dress code, attendance and whether or not they meet set learning goals as opposed to their emotional investment of the patient and how they participate in caring and treating the patient holistically.
During one of my earlier clinical rotations, the clinician was more concerned about the way we dressed and our punctuality than she was about how we treated our patients and whether or not we discgharged or referred patients. She left us unsupervised and was never aruond when we needed advice on treating our patients. This resulted in me having to learn from my fellow student who was with me on this clinical rotation. This made it possible for the two of us to know what the other was working on with a specific patient and whether or not referrlas were done, however because of the clinician’s absence she needed to do an on our work. I did not find the point in her asking these questions, firstly if she wanted to know this asking us to do a 2 minute daily report on patients wouldve made it easire for her in terms of marking us then.
In my opinion if professionalism is only based on attendance, dress code and meeting certain learning outcomes this causes unnecessary stress for the student as the focus would only be on meeting these requirements rather than treating patients holistically. This inturn interefers with development of a true sense of moral reasoning and dealing with ethical dilemmmas in a clinical setting.
This left many questions in my mind, for a student in the clinical setting should professionalism just be based on being timely, dressing accordingly and always being present, or is there room to include being invested in a patients well being and caring for them holistically.
We cannot change clinicians’ view professionalism for students but we can change the way we view professionalism and inturn change other peoples views on rating students profesionalism in a clinical setting afterall we are the future clinicians and if we can start setting examples now, in a few years time the way students are rated on professionalism, and the students perception of professionalism might change.
Sheehan, S., Robbins, A., Porter, T., & Manley, J. (2015). Why does moral reasoning not improve in medical students? International Journal of Medical Education, 6, 101-102.
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