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Twitter Demographics
Mendeley readers
| Title |
How Should Integrity Preservation and Professional Growth Be Balanced during Trainees' Professionalization?
|
|---|---|
| Published in |
AMA Journal of Ethics, June 2017
|
| DOI | 10.1001/journalofethics.2017.19.6.ecas2-1706 |
| Pubmed ID | |
| Abstract |
People can experience moral distress when they regard themselves as expected to pursue a course of action they believe to be morally wrong. However, beliefs that give rise to moral distress are sometimes underdeveloped. Experiences of moral distress are not uncommon for medical trainees, who are still in the process of forming their professional identities and whose identity-constituting beliefs might therefore be subject to ongoing revision. Thus, it is important for health professions training programs to incorporate case-based ethics education sessions into their structure to help identify and alleviate trainees' moral distress, provide ethics education, and create a "safe space" for trainees to talk openly about moral concerns related to clinical practice. Such opportunities are crucial to the professional growth of trainees. |
Twitter Demographics
The data shown below were collected from the profiles of 25 tweeters who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 5 | 20% |
| United Kingdom | 3 | 12% |
| Ireland | 1 | 4% |
| Chile | 1 | 4% |
| Philippines | 1 | 4% |
| Unknown | 14 | 56% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 18 | 72% |
| Practitioners (doctors, other healthcare professionals) | 6 | 24% |
| Scientists | 1 | 4% |
Mendeley readers
The data shown below were compiled from readership statistics for 17 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 17 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 3 | 18% |
| Student > Postgraduate | 2 | 12% |
| Student > Bachelor | 2 | 12% |
| Librarian | 1 | 6% |
| Lecturer | 1 | 6% |
| Other | 3 | 18% |
| Unknown | 5 | 29% |
| Readers by discipline | Count | As % |
|---|---|---|
| Nursing and Health Professions | 5 | 29% |
| Medicine and Dentistry | 4 | 24% |
| Agricultural and Biological Sciences | 1 | 6% |
| Psychology | 1 | 6% |
| Engineering | 1 | 6% |
| Other | 0 | 0% |
| Unknown | 5 | 29% |