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  • 2015

  • Branch, William T. (2015): Teaching professional and humanistic values. Suggestion for a practical and theoretical model. In: Patient education and counseling 98 (2), S. 162-167. DOI: 10.1016/j.pec.2014.10.022

    DOI: http://www.ncbi.nlm.nih.gov/pubmed/25468396 

    Abstract: OBJECTIVES To suggest and describe a practical and theoretical underpinning for teaching professional and humanistic values. METHODS The author describes four learning methods that together comprise a model for teaching professional and humanistic values. The author defends this model by citing evidence and relevant literature as well as his extensive experience with numerous colleagues in successfully applying the model in large scale programs. RESULTS The combination of teaching methods that comprise the model evolved over 30 years from the experience of several large collaborations with educators in teaching learners at all levels of medical education. The four teaching methods are (1) experiential learning of skills, (2) critical reflection, (3) a supportive group process, and (4) a sufficiently longitudinal curriculum. Together, these methods create a theoretical model with mutually reinforcing elements for enhancing commitment to core values and optimizing professional identity formation. CONCLUSIONS This paper describes the combined model and the methods in detail and reviews evidence favoring incorporation into curricula. PRACTICE IMPLICATIONS The combined model educationally enhances core values that underlie the professional identity formation of physicians. The model is practical and generalizable, and should be used by curriulum planners.

    Keywords: Clinical Competence, Curriculum, Design, Education, Medical/methods, Faculty, Medical, Humanism, Humans, Learning, Models, Educational, Models, Theoretical, Physician-Patient Relations, Social Identification, Staff Development, Teaching/methods
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