Illuminating exemplary professionalism using appreciative inquiry dialogues between students and mentors

Research output: Contribution to journalArticle

Abstract

Purpose: To explore the types of exemplary professional behaviors and the facilitators and barriers to professional behavior discussed by student–mentor dyads during appreciative inquiry (AI) dialogs. Materials and methods: We conducted a qualitative analysis of AI narratives discussing exemplary professional practice written by third-year medical students following a dialog with mentors. Narratives were thematically analyzed using directed content analysis to explore the types of exemplary professional behaviors discussed and the facilitators and barriers to professional practice. Narratives were coded independently by two investigators; codes were finalized, themes were derived, and a model on how exemplary professional behaviors are nurtured and reinforced was developed. Results: Themes addressed humanism toward others and excellence, with altruism being an underlying implicit guiding principle behind professional behavior. Humanism toward self was infrequently discussed as an aspect of professionalism, but when discussed, was perceived to foster resilience. Principle-based attitudes and emotional intelligence facilitated professional behaviors. Programmatic scaffolds facilitated professional behavior and included curricula on reflective practice, mentorship, promoting learner autonomy and connectedness, and a safe environment. Conclusions: AI is an effective strategy that can be used to stimulate learner reflection on professionalism, humanism, and wellness and promote learner acknowledgement of positive aspects of the learning environment.

Original languageEnglish (US)
Pages (from-to)1-7
Number of pages7
JournalMedical Teacher
DOIs
StateAccepted/In press - May 22 2018

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dialogue
humanism
student
narrative
emotional intelligence
altruism
professionalism
dyad
resilience
medical student
content analysis
learning environment
autonomy
curriculum

ASJC Scopus subject areas

  • Education

Cite this

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title = "Illuminating exemplary professionalism using appreciative inquiry dialogues between students and mentors",
abstract = "Purpose: To explore the types of exemplary professional behaviors and the facilitators and barriers to professional behavior discussed by student–mentor dyads during appreciative inquiry (AI) dialogs. Materials and methods: We conducted a qualitative analysis of AI narratives discussing exemplary professional practice written by third-year medical students following a dialog with mentors. Narratives were thematically analyzed using directed content analysis to explore the types of exemplary professional behaviors discussed and the facilitators and barriers to professional practice. Narratives were coded independently by two investigators; codes were finalized, themes were derived, and a model on how exemplary professional behaviors are nurtured and reinforced was developed. Results: Themes addressed humanism toward others and excellence, with altruism being an underlying implicit guiding principle behind professional behavior. Humanism toward self was infrequently discussed as an aspect of professionalism, but when discussed, was perceived to foster resilience. Principle-based attitudes and emotional intelligence facilitated professional behaviors. Programmatic scaffolds facilitated professional behavior and included curricula on reflective practice, mentorship, promoting learner autonomy and connectedness, and a safe environment. Conclusions: AI is an effective strategy that can be used to stimulate learner reflection on professionalism, humanism, and wellness and promote learner acknowledgement of positive aspects of the learning environment.",
author = "Lavjay Butani and Alyssa Bogetz and Jennifer Plant",
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AB - Purpose: To explore the types of exemplary professional behaviors and the facilitators and barriers to professional behavior discussed by student–mentor dyads during appreciative inquiry (AI) dialogs. Materials and methods: We conducted a qualitative analysis of AI narratives discussing exemplary professional practice written by third-year medical students following a dialog with mentors. Narratives were thematically analyzed using directed content analysis to explore the types of exemplary professional behaviors discussed and the facilitators and barriers to professional practice. Narratives were coded independently by two investigators; codes were finalized, themes were derived, and a model on how exemplary professional behaviors are nurtured and reinforced was developed. Results: Themes addressed humanism toward others and excellence, with altruism being an underlying implicit guiding principle behind professional behavior. Humanism toward self was infrequently discussed as an aspect of professionalism, but when discussed, was perceived to foster resilience. Principle-based attitudes and emotional intelligence facilitated professional behaviors. Programmatic scaffolds facilitated professional behavior and included curricula on reflective practice, mentorship, promoting learner autonomy and connectedness, and a safe environment. Conclusions: AI is an effective strategy that can be used to stimulate learner reflection on professionalism, humanism, and wellness and promote learner acknowledgement of positive aspects of the learning environment.

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