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Remediating lapses in professionalism among undergraduate pre-clinical medical students in an Asian Institution: a multimodal approach

Overview of attention for article published in BMC Medical Education, May 2018
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2 tweeters

Citations

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14 Dimensions

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93 Mendeley
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Title
Remediating lapses in professionalism among undergraduate pre-clinical medical students in an Asian Institution: a multimodal approach
Published in
BMC Medical Education, May 2018
DOI 10.1186/s12909-018-1206-2
Pubmed ID
Authors

Ardi Findyartini, Nani Cahyani Sudarsono

Abstract

Fostering personal identity formation and professional development among undergraduate medical students is challenging. Based on situated learning, experiential learning and role-modelling frameworks, a six-week course was developed to remediate lapses in professionalism among undergraduate medical students. This study aims to explore the students' perceptions of their personal identity formation and professional development following completion of the course. This qualitative study, adopting a phenomenological design, uses the participants' reflective diaries as primary data sources. In the pilot course, field work, role-model shadowing and discussions with resource personnel were conducted. A total of 14 students were asked to provide written self-reflections. Consistent, multi-source feedback was provided throughout the course. A thematic analysis was conducted to identify the key processes of personal and professional development among the students during remediation. Three main themes were revealed. First, students highlighted the strength of small group activities in helping them 'internalise the essential concepts'. Second, the role-model shadowing supported their understanding of 'what kind of medical doctors they would become'. Third, the field work allowed them to identify 'what the "noble values" are and how to implement them in daily practice'. By implementing multimodal activities, the course has high potential in supporting personal identity formation and professional development among undergraduate pre-clinical medical students, as well as remediating their lapses in professionalism. However, there are challenges in implementing the model among a larger student population and in documenting the long-term impact of the course.

Twitter Demographics

The data shown below were collected from the profiles of 2 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 93 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 93 100%

Demographic breakdown

Readers by professional status Count As %
Lecturer 14 15%
Researcher 10 11%
Student > Bachelor 10 11%
Student > Ph. D. Student 7 8%
Unspecified 7 8%
Other 30 32%
Unknown 15 16%
Readers by discipline Count As %
Medicine and Dentistry 33 35%
Social Sciences 8 9%
Nursing and Health Professions 8 9%
Unspecified 7 8%
Psychology 4 4%
Other 15 16%
Unknown 18 19%

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 16 May 2018.
All research outputs
#9,916,502
of 12,953,232 outputs
Outputs from BMC Medical Education
#1,415
of 1,852 outputs
Outputs of similar age
#187,990
of 268,980 outputs
Outputs of similar age from BMC Medical Education
#1
of 1 outputs
Altmetric has tracked 12,953,232 research outputs across all sources so far. This one is in the 20th percentile – i.e., 20% of other outputs scored the same or lower than it.
So far Altmetric has tracked 1,852 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 6.0. This one is in the 17th percentile – i.e., 17% of its peers scored the same or lower than it.
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