Table 2 Open-ended questions asked following the narrative. Summarize what happens in this story in a sentence or two. What do you think of this? What do you think the resident should have done? How would you have felt if you had been the resident? After the first disaster maternal death?
After the second disaster death of the baby? After the telephone consult with neurosurgery? When the resident decides it is unsafe to be working? How do you think preceptors should have reacted? Balancing care responsibilities with sensitivity to and distress about what happens in practice?
Self-care e. Data analysis We transcribed written responses into electronic form and then uploaded these to qualitative data analysis software NVivo 10 for coding. Need for support All respondents believed the resident behaved responsibly and appropriately throughout. Conclusion In moving from student to resident to practitioner medical trainees learn professionalism and experience professionalization. Acknowledgements The authors wish to thank Dr. Availability of data and material The datasets analyzed during the current study are available from the corresponding author on reasonable request.
Competing interests The authors declare that they have no competing interests. References 1. College of Family Physicians of Canada. Published Accessed 01 Nov Accessed 23 Nov Parting the clouds: three professionalism frameworks in medical education.
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Holloway I. Basic concepts for qualitative research. Wiley-Blackwell; Kvale S, Brinkmann S. Interviews: Learning the craft of qualitative research interviewing. Los Angeles: Sage; A complete teaching unit, a sequence of lessons, an experience that is intentionally directed to learning something. Not simply a class: one class can be well-executed by anyone. Or poorly-executed… it is part of life! There are people who believe that because they explain things with eloquence they can be good educators.
Its charm is to design a whole process that can last for months or years. A process that has ups and downs, that can face and will face unforeseen situations and resilient individuals. In this sense, an educator has to be skillful like nobody else. To design a learning experience it is necessary to define significant educational objectives, design an assessment to see to what extent these are achieved and simultaneously support their achievement, and then, and only after that, think about what activities you will ask your students to do to achieve these goals.
For me, this particular order of doing things is the only way to guarantee evaluations are always relevant and serve learning. Why did they do so bad? He or she continuously verifies it with evaluations. He or she analyzes the results, discovers what they understood and what they did not. A professional educator knows that designing questions is not easy, particularly multiple-choice questions with one correct answer which are so easy to do… wrong.
A professional educator does not realize that reagents were outdated at the laboratory, at the same time with his or her students do, and that therefore the experiment will not work. A professional educator does not ask for an essay and then explains the rating criteria when students complain about inconsistencies in the grading.
A professional educator knows how to improvise, but does not only do it. A professional educator plans ahead and is not naive to think his or her plans will literally occur; he or she knows they are a framework.
In the paradigmatic professions I mentioned earlier, the use and the role of scientific knowledge in the discipline is particularly important and obvious. These professions derive their selectivity and strictness to access a certification and professional association from the use of scientific knowledge in medicine or engineering.
In teaching, educational objectives of great scope should be defined with broad sociological, not exclusively economic or academic, criteria.
Evaluations should be consistent with the foregoing, technically designed to measure and support learning. Classroom activities should be designed with some support on the literature on how learning develops and on informed thinking on good practices, not on the occasional invention of an inspired professor or on a recreational exaggerated obsession.
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