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首页> 外文期刊>Medical teacher >Putting theory into practice - a case study in one UK medical school of the nature and extent of unprofessional behaviour over a 6-year period.
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Putting theory into practice - a case study in one UK medical school of the nature and extent of unprofessional behaviour over a 6-year period.

机译：将理论付诸实践-一家英国医学院的案例研究，介绍了过去6年中非专业行为的性质和程度。

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BACKGROUND: Producing a medical profession which is fit for the demands and expectations of society involves ensuring that practitioners learn what it means to behave in a 'professional' way. Codes of professional conduct have been developed for medical students in the UK, but the literature on how medical schools actually apply these is small. More detail is needed to evaluate approaches to assessing professionalism, or to analyse the extent to which students 'fail' this aspect. AIM: To describe one UK medical school's approach to monitoring and assessing aspects of professional behaviour; quantify the prevalence and severity of behaviours recognised as cause of concern in the first 6 years of the programme; evaluate whether there is evidence of any association between professional and academic underperformance and draw conclusions for further development of fitness to practice procedures. METHODS: Mixed methods utilising exam board and administrative data for statistical and descriptive analysis. RESULTS: Even under detailed scrutiny, only 3% of students received formal warnings for behavioural problems over the course of a 5-year programme, and notifications decreased as students entered the senior years. There was a trend towards association between academic and professional underperformance. CONCLUSION: Creating clear expectations, providing positive role models and monitoring student behaviour makes explicit what is expected of students as 'professionals in the making', and contributes to overall low rates of misdemeanour. The predictive value of recurrent and serious behavioural problems is not yet known as it is too soon for these graduates to have established careers. Students who are struggling academically may also present with unprofessional behaviours but the cause of this is unclear. Further research is needed to benchmark systems across the UK, and to know whether formalising expectations of undergraduates result in less problems in subsequent practice.
机译：背景：产生适合社会需求和期望的医学专业涉及确保从业者了解以“专业”方式行事的含义。在英国，已经为医学生制定了专业行为守则，但是有关医学学校如何实际应用这些的文献很少。需要更多细节来评估评估专业水平的方法，或者分析学生在这方面“失败”的程度。目的：描述一所英国医学院在监测和评估职业行为方面的方法;在计划的前六年中，量化被认为是引起关注的行为的普遍程度和严重性;评估是否有证据表明专业和学术表现不佳之间存在任何关联，并得出结论，以进一步发展对练习程序的适应性。方法：采用考试委员会和行政数据进行统计和描述性分析的混合方法。结果：即使进行了详细的审查，在为期5年的课程中，只有3％的学生收到了有关行为问题的正式警告，而进入高年级的通知也有所减少。学术和专业表现不佳之间存在联系的趋势。结论：建立明确的期望，提供积极的榜样并监督学生的行为，明确了学生作为“专业人士”的期望，并导致总体轻罪发生率较低。复发和严重的行为问题的预测价值尚不明确，因为这些毕业生建立职业尚为时过早。在学术上苦苦挣扎的学生也可能表现出不专业的行为，但原因尚不清楚。需要进行进一步的研究以对整个英国的系统进行基准测试，并了解对大学生的正规化期望是否会减少后续实践中的问题。

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