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首页> 外文期刊>Medical teacher >Learning professionalism during the third year of medical school in a 9-month-clinical rotation in rural Minnesota.
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Learning professionalism during the third year of medical school in a 9-month-clinical rotation in rural Minnesota.

机译：在明尼苏达州农村的医学学校三年级（为期9个月的临床轮岗）中学习专业知识。

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BACKGROUND: Professionalism is now an explicit part of the medical school curricula. AIM: To examine the components that are part of developing professionalism during the Rural Physician Associate Program (RPAP) experience, a 9-month rotation in a rural community during the third year of medical school. METHODS: Two researchers analysed 3 years of essays for themes. IRB approval was obtained. RESULTS: Themes were organized using Van de Camp's model of professionalism. Students described how patients taught them about illnesses, the affects on their lives and the lives of their families. Preceptors role-modelled how to relate to patients with compassion and respect (Professionalism Towards the Patient). As a member of the health care team, clinic and hospital staff taught students how to be a good team member (Towards Other Health Care Professionals). Shadowing preceptors in their roles as physicians and community members, students learned about their responsibilities to the community (Towards the Public). Multiple opportunities for self-evaluation and reflection taught students to know themselves and find balance between work responsibilities and their personal lives (Towards Oneself). CONCLUSION: The RPAP appears to create a supportive learning environment that incorporates psychological safety, appreciation of differences, openness to new ideas and time for reflection - an ideal environment for developing professionalism.
机译：背景：专业精神现在是医学院课程的明确部分。目的：在农村医师协会计划（RPAP）经验中检查构成专业精神的组成部分，这是在医学院三年级期间在农村社区进行的9个月轮岗。方法：两名研究人员分析了主题为期3年的论文。已获得IRB的批准。结果：主题是使用Van de Camp的专业模型组织的。学生们描述了患者如何教他们疾病，对他们的生活以及家庭生活的影响。主持人的角色模型如何与具有同情心和尊重的患者建立联系（对患者的专业态度）。作为医疗保健团队的一员，诊所和医院的工作人员教给学生如何成为一个好的团队成员（迈向其他医疗保健专业人员）。掩盖了作为医生和社区成员的角色，学生了解了他们对社区的责任（面向公众）。自我评估和反思的多重机会教会学生认识自己，并在工作职责和个人生活之间取得平衡（迈向自己）。结论：RPAP似乎创造了一个支持性学习环境，该环境融合了心理安全性，对差异的欣赏，对新思想的开放性和反思时间-这是发展专业精神的理想环境。

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