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Turkish students’ perceptions of professionalism at the beginning and at the end of medical education: a cross-sectional qualitative study

机译：土耳其学生在医学教育开始和结束时对专业精神的看法：横断面定性研究

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AimMedical students’ perceptions of professionalism might reflect the impact of the current educational processes on their professional identity development. This study focuses on Ankara University Faculty of Medicine students’ perceptions of ‘good doctor’ along with the factors effective on the formation of these perceptions.MethodSix focus groups with 59 medical students from Grade-1 and Grade-6 were held. The transcripts of discussions were analyzed thematically.ResultsResults regarding ‘being a good physician’ mostly mirrored the findings of previous studies framing the medical professionalism concept. The thematic pattern of the discussions on the relation between professional development and medical education suggests that students suffer from a gradual erosion of perception during medical education. That the education cannot either change the person for the better or might downgrade the person instead of improving her/him were shared by participants from both grades. Students consider clinical practice and role models two main variables determining the person's qualification as a professional.ConclusionsThe formal and hidden programs determine the quality and efficacy of the professional education together. Attempts to restructure medical education must recognize the reciprocal dynamics between these two components and, thus, should carefully work out the practical aspect of the educational processes.
机译：AimMedical学生对专业精神的看法可能反映了当前教育过程对其职业身份发展的影响。这项研究的重点是安卡拉大学医学院的学生对“好医生”的看法以及影响这些看法形成的因素。MethodSix焦点小组由59名1年级和6年级的医学生组成。对讨论的笔录进行了主题分析。结果关于“成为一名好医生”的结果主要反映了以前有关医学专业概念的研究结果。关于专业发展与医学教育之间关系的讨论的主题模式表明，学生在医学教育过程中逐渐受到知觉的侵蚀。教育既不能使人变得更好，也不能降级而不是提高他/他的水平，这是两个年级的参与者所共有的。学生考虑临床实践和角色模型这两个主要变量来确定个人的专业资格。结论正式和隐性课程共同决定了专业教育的质量和功效。尝试重组医学教育必须认识到这两个组成部分之间的相互关系，因此，应认真研究教育过程的实践方面。

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