A Professionalism Curricular Model to Promote Transformative Learning Among Residents

Cecile M. Foshee, Ali Mehdi, S. Beth Bierer, Elias I. Traboulsi, J. Harry Isaacson, Abby Spencer, Cassandra Calabrese, Brian B. Burkey

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

BACKGROUND: Using the frameworks of transformational learning and situated learning theory, we developed a technology-enhanced professionalism curricular model to build a learning community aimed at promoting residents' self-reflection and self-awareness. The RAPR model had 4 components: (1) Recognize: elicit awareness; (2) Appreciate: question assumptions and take multiple perspectives; (3) Practice: try new/changed perspectives; and (4) Reflect: articulate implications of transformed views on future actions.

OBJECTIVE: The authors explored the acceptability and practicality of the RAPR model in teaching professionalism in a residency setting, including how residents and faculty perceive the model, how well residents carry out the curricular activities, and whether these activities support transformational learning.

METHODS: A convenience sample of 52 postgraduate years 1 through 3 internal medicine residents participated in the 10-hour curriculum over 4 weeks. A constructivist approach guided the thematic analysis of residents' written reflections, which were a required curricular task.

RESULTS: A total of 94% (49 of 52) of residents participated in 2 implementation periods (January and March 2015). Findings suggested that RAPR has the potential to foster professionalism transformation in 3 domains: (1) attitudinal, with participants reporting they viewed professionalism in a more positive light and felt more empathetic toward patients; (2) behavioral, with residents indicating their ability to listen to patients increased; and (3) cognitive, with residents indicating the discussions improved their ability to reflect, and this helped them create meaning from experiences.

CONCLUSIONS: Our findings suggest that RAPR offers an acceptable and practical strategy to teach professionalism to residents.

Original languageEnglish
Pages (from-to)351-356
Number of pages6
JournalJournal of graduate medical education
Volume9
Issue number3
DOIs
StatePublished - Jun 1 2017

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