Professionalism, Diversity and Professional Identity Development

Code

MEDS4009

School

School of Medicine

Level

4

Credits

20

Semesters

Autumn UK

Summary

This course introduces students to professionalism, diversity and concept of professional identity formation using insights from the broader literature in education, the humanities, leadership, management, psychology and sociology as applied to a medical or healthcare professions education context. The module explores individual values and beliefs about professionalism, diversity and professional identity formation, investigating the way in which the values, beliefs and held assumptions of teachers, influence the experience of students, in a medical or healthcare professions education context.

Target Students

2.1 OR pass at MBBS • Degree is in a medical or allied healthcare professions discipline subject and/or sufficient associated work experience • Students on the MMedSci, PGDip and PGCert Medical Education courses. • PGCHE students • Students proposed as suitable by the Head of School of Medicine

Classes

• One 8-hour seminar each week for 2 weeks

Activities may take place every teaching week of the Semester or only in specified weeks. It is usually specified above if an activity only takes place in some weeks of a Semester.

Assessment

• 60% Assignment 1: 2,500 word Practical Assignment
• 40% Assignment 2: 1,500 word Reflection Assignment

Assessed by end of autumn semester

Educational Aims

Learning Outcomes

Learning Objectives: In a medical or healthcare professions education context, students will gain knowledge and understanding of:

• The way in which professionalism and unprofessional behaviour have been major focus of attention for medical education over time

• The influence stakeholders such as the profession, the public and patients on the teaching of professionalism and professional identity formation, including the various drivers for change from a policy perspective

• The ways in which professionalism is assessed at the level of individual as well as at an interpersonal and institutional level

• The programmatic assessment of professionalism including the identification and management of unprofessional behaviour episodes over time

• The formal institutional processes for managing unprofessional behaviour including ‘fitness to practice’ procedures

• The various ways in which unprofessional professional behaviour is remediated using theory-driven interventions

• The development of professional identity formation and educational programmes through the lens of diversity

• The way in which perspectives about culture in the broadest sense influence the delivery of teaching or learning opportunities as well as the design of educational activities

• The range of student factors which challenge the teachers’ ability to recognise and respect diversity

Learning Outcomes:  By the end of the module, students will be able to:

• Critically apply relevant theories for the design of an intervention for assessing and remediating unprofessional behaviour in a medical or healthcare professions education context

• Critically reflect on individual personal and professional development as a medical or healthcare professions educator in the expert roles of teacher

Conveners

• Dr Stevie Agius