Title |
Toward an Informal Curriculum that Teaches Professionalism
|
---|---|
Published in |
Journal of General Internal Medicine, April 2004
|
DOI | 10.1111/j.1525-1497.2004.30157.x |
Pubmed ID | |
Authors |
Anthony L. Suchman, Penelope R. Williamson, Debra K. Litzelman, Richard M. Frankel, David L. Mossbarger, Thomas S. Inui, the Relationship‐centered Care Initiative Discovery Team |
Abstract |
The social environment or "informal" curriculum of a medical school profoundly influences students' values and professional identities. The Indiana University School of Medicine is seeking to foster a social environment that consistently embodies and reinforces the values of its formal competency-based curriculum. Using an appreciative narrative-based approach, we have been encouraging students, residents, and faculty to be more mindful of relationship dynamics throughout the school. As participants discover how much relational capacity already exists and how widespread is the desire for a more collaborative environment, their perceptions of the school seem to shift, evoking behavior change and hopeful expectations for the future. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 12 | 46% |
Canada | 2 | 8% |
United Kingdom | 2 | 8% |
Australia | 1 | 4% |
New Zealand | 1 | 4% |
Unknown | 8 | 31% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Scientists | 10 | 38% |
Members of the public | 10 | 38% |
Practitioners (doctors, other healthcare professionals) | 6 | 23% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
United Kingdom | 1 | 1% |
Spain | 1 | 1% |
United States | 1 | 1% |
Sweden | 1 | 1% |
Unknown | 81 | 95% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Ph. D. Student | 12 | 14% |
Other | 10 | 12% |
Researcher | 10 | 12% |
Professor > Associate Professor | 10 | 12% |
Student > Doctoral Student | 10 | 12% |
Other | 25 | 29% |
Unknown | 8 | 9% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 35 | 41% |
Social Sciences | 18 | 21% |
Psychology | 6 | 7% |
Business, Management and Accounting | 3 | 4% |
Nursing and Health Professions | 2 | 2% |
Other | 9 | 11% |
Unknown | 12 | 14% |