Abstract
BackgroundClinical clerkship programme in medical schools were developed to provide students with direct interactions with patients and observe clinical teachers in practice. However, professional dilemmas are prone to occur due to the nature of experiential learning. Several studies across different cultures showed that medical students responded differently towards professional dilemma.AimsThis study aims to explore how medical students respond to professional dilemmas occurred during their clinical clerkships and to what extent culture influences the responses.MethodA qualitative descriptive approach was used in this study. We conducted four focus group discussions with final year medical students who were selected using maximum variety sampling method. Thematic analysis was conducted following the transcription of the focus groups.ResultsWe identified the impact of dilemmas on students’ emotions and concerns, students’ responses towards professional dilemmas, and factors affecting responses to dilemmas in clinical clerkship, which confirmed that cultures played roles in how students responded towards professional dilemmas.ConclusionThis study has identified that culture, to some extent, influenced the way students responded to professional dilemmas. Therefore, it is paramount to develop a conducive and culturally sensitive educational environment and students’ ability to learn from professional dilemma experienced in the workplace for developing their professional identity.
Highlights
Medical students require adequate exposure to workplace-based patient management provided in clinical clerkship [1]
We identified the impact of dilemmas on students’ emotions and concerns, students’ responses towards professional dilemmas, and factors affecting responses to dilemmas in clinical clerkship, which confirmed that cultures played roles in how students responded towards professional dilemmas
Response, and factors related to professional dilemmas in medical students
Summary
Medical students require adequate exposure to workplace-based patient management provided in clinical clerkship [1]. The clinical clerkship programme has adapted social cognitive theory, in which students learn through exposure to authentic and challenging experiences, such as those involving direct patient care, interacting with other health professionals, and sharing their values. Students learn about professionalism through direct interactions with patients, while periodically observing physicians in practice as role models [2,3]. Such experiential learning involves cognitive aspect, and feeling and emotions [4]. A professional dilemma is a situation in which students observed or were involved in behaviours that were against their values of which they perceived as unprofessional [5], including experiences related to patient encounters, mistreatment, and medical culture [6]. Several studies across different cultures showed that medical students responded differently towards professional dilemma
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