Professional Culture in Medical Schools: A Medical Educator Interpretation
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ORIGINAL RESEARCH
Professional Culture in Medical Schools: A Medical Educator Interpretation Mildred Vanessa López Cabrera 1
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Silvia Lizett Olivares Olivares 1
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Yolanda Heredia Escorza 2
# International Association of Medical Science Educators 2020
Abstract Besides sharing knowledge, values, and attitudes, the members of a profession share a way of understanding how to perceive life, also known as professional identity. The formation of this identity is related to the acquisition of multiple roles, responsibilities, and collaboration, defining their professional culture. The medical educator is a professional who is committed to student development, who is a leader in his field, and who is active in academic or clinical activities, demonstrating the commitment to the community. The objective of this study was to explore the professional culture through the perception of the medical educator identity. A qualitative method was implemented by applying a content analysis strategy. A sample of 39 medical educators participated in structured interviews. Answers transcription was analyzed unitizing assumptions, effects, enablers, and barriers through the professional culture model: individualism, balkanized, collegiality per project, and extended collaboration. The definition of the medical educator was associated with 44% to individualism, 31% balkanized, 13% collegiality per project, and 13% extended collaboration. Generally, contributions from Basic Science educators are more individual, and the projects in the university are part of the operation planned for the short and medium term. Clinical Science educators are used to working in medical specialty groups, and some of them are involved in strategical social projects that provide care for the community. A cultural change transitioning from a highly autonomous strategy toward meaningful collaborative projects can help physicians and health professionals to develop a shared vision of what it means to be a medical educator. The medical school should provide a sense of collegial community environment to set common goals and expectations with adequate resources, and leadership is the standard. Keywords Identity . Professional identity . Medical educator . Professional culture . Medical schools
Introduction Professional identity has been widely discussed; however, its definition is inherently subjective because multiple individual and collective meanings integrate it. Professional identity dictates the roles and functions that an individual has in a work environment [1]. The individual must demonstrate mastery of skills but also adopt the social rules that indicate how he should behave and perceive himself [2]. This type of identity
has an essential social conception since it allows the individual to position himself in a system where identification and differentiation are in a constant balance [3]. This type of identity is dynamic and under construction by the culture shared within different participants, interest groups, and contexts in the profession. Recent
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