Eksplorasi Sumber Imajinasi Mahasiswa tentang Profesi Dokter

https://doi.org/10.22146/jpki.25276

Yoga Pamungkas Susani(1*), Gandes Retno Rahayu(2), Rossi Sanusi(3), Yayi Suryo Prabandari(4), Harsono Harsono(5)

(1) Fakultas Kedokteran, Universitas Mataram
(2) Bagian Pendidikan Kedokteran, Fakultas Kedokteran, Universitas Gadjah Mada
(3) Bagian Pendidikan Kedokteran, Fakultas Kedokteran, Universitas Gadjah Mada
(4) Bagian Pendidikan Kedokteran, Fakultas Kedokteran, Universitas Gadjah Mada
(5) Bagian Pendidikan Kedokteran, Fakultas Kedokteran, Universitas Gadjah Mada
(*) Corresponding Author

Abstract


Background: In the process of becoming a doctor, a medical student experiencing the development of professional identity. In this process, students need a broad picture of  medical profession. They need to orient themselves in the medical profession to determine the future professional identity as a doctor. Source of the picture of medical profession needs to be explored further. This study aims to explore the ways students get picture of the medical profession.

Method: Qualitative research by conducting in-depth interviews to 17 preclinical and clinical medical students. Determinants and emergent coding performed to analyze the results of the interview.

Results: Source of imagination can be derived from the curriculum and outside the curriculum. Students get two important things, first was overview of the work environment and how the physician work and second was physician professional values. Characters of role models identified primarily from student interaction with faculties. The characters include faculty’s role as teacher, as doctor, their personal atributes and how they interact with students.

Conclusion: Formal curriculum plays important roles in providing and facilitating students to get overview about the work environment and how the doctors work in the health service. Although the transfer of professional value to students is determined by the hidden curriculum, but the formal curriculum can facilitate by providing activities that allows the interaction between generations or conduct review on fiction and non-fiction medical stories and histories that is obtained from media.


Keywords


Imagination, identity, professional identity, hidden curriculum, role model, formal curriculum, participation

Full Text:

PDF


References

  1. Bleakley A, Bligh J, Browne J. Medical education for the future, identity, power and location. New York: Springer; 2011.
  2. Hilton S.R. & Slotnick HB. Proto-professionalism: how professionalisation occurs across the continuum of medical education. Med Educ. 2005;39:58–65.
  3. Forsythe GB. Identity Development in Professional Education. Acad Med. 2005;80, No. 10:S112–7.
  4. Monrouxe L V. Identity, identification and medical education: why should we care? Med Educ. 2010;44:40–9.
  5. Hogg MA. & Terry DJ. Social Identity and Self-Categorization Processes in Organizational Contexts. Acad Manag Rev. 2000;25(1):121–40.
  6. Wenger E. Communities of Practice: Learning, Meaning, and Identity. New York: Cambridge University Press; 1998.
  7. Wenger E. Communities of Practice : Learning as a Social System. 2008;(June 1998):1–10.
  8. Hafferty FW, Franks R. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med. 1994;69(11):861–71.
  9. Hafferty FW. Beyond curriculum reform: confronting medicine’s hidden curriculum. Acad Med. 1998;73(4):403–7.
  10. Inui TS. A Flag in the Wind: Educating for Professionalism in Medicine. Washington, DC; 2003.
  11. Coulehan J. Today’s Profesionalism: Engaging the Mind but Not the Heart. Acad Med. 2005;80:892–8.
  12. Huddle T. Teaching Professionalism: Is Medical Morality a Competency? Acad Med. 2005;80, issue:885–91.
  13. Baingana R, Nakasujja N, Galukande M, Omona K, Mafigiri DK, Sewankambo NK. Learning health professionalism at Makerere University: an exploratory study amongst undergraduate students. BMC Med Educ. 2010;10: 76.
  14. Mann K V. Learning and Teaching in Professional Character Development. In: Kenny N, Shelton W, editors. Advances in Bioethics Lost Virtue: Professional Character Development of Medical Education. Volume 10. Amsterdam: Elsevier Ltd; 2006. p. 145–83.
  15. Green MJ. Comics and Medicine. Acad Med [Internet]. 2015;90(6):1. Available from: http://content.wkhealth.com/linkback/openurl?sid=WKPTLP:landingpage&an=00001888-900000000-98816
  16. Bleakley A. Becoming a Medical Professional. In: Scanlon L, editor. “Becoming” a Professional an Interdisciplinary Analysis of Professional Learning. London: Springer; 2011. p. 129–52.
  17. Scanlon L. White Coats, Handmaidens and Warrior Chiefs: The Role of Filmic Representations in Becoming a Professional. In: Scanlon L, editor. “Becoming” a Professional an Interdisciplinary Analysis of Professional Learning. London: Springer Science; 2011. p. 109–25.
  18. Goodman K. Imagining doctors: medical students and the TV medical drama. Am Med Assoc J Ethics. 2007;9(3):182–7.



DOI: https://doi.org/10.22146/jpki.25276

Article Metrics

Abstract views : 1689 | views : 3423

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Yoga Pamungkas Susani, Gandes Retno Rahayu, Rossi Sanusi, Yayi Suryo Prabandari, Harsono Harsono

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats