Conceptualizing and operationalizing honesty and integrity in postgraduate medical education
LE3 .A278 2013
Master of Education
The teaching and learning of professionalism is recognized as an important component of medical education in Canada at both the undergraduate and postgraduate level. The Royal College of Physicians and Surgeons of Canada has developed a competency framework which guides postgraduate specialty training in a number of areas including professionalism. This thesis draws upon qualitative interviews with Residency Program Directors in major Royal College specialties at medical schools in Canada, seeking to understand how respondents operationalize and conceptualize honesty and integrity, key components of professionalism as defined in Royal College documents. Findings indicate that honesty and integrity are seen as integral to professionalism, but are often difficult for Program Directors to define. Honesty is understood primarily as truth-telling, while integrity is seen as more as a trait of the individual. Uncertainty exists as to whether honesty and integrity can be taught and learned in residency, or whether they are immutable. Implications for the teaching and learning of professionalism in postgraduate medical education are explored.
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