Teaching professional and humanistic values: Suggestion for a practical and theoretical model. Issue 2 (February 2015)

• Record Type: Journal Article
• Authors: Branch, William T.
• Is Part Of: Patient education and counseling. Volume 98:Issue 2(2015)
• Page Start: 162
• Page End: 167
• Publication Date: 2015-02
• Subjects: Communication skills -- Curriculum development -- Faculty development -- Professional development -- Humanistic values -- Professional identity formation; Patient education -- Periodicals; Health counseling -- Periodicals; Health education -- Periodicals; Counseling -- Periodicals; Patient Education -- Periodicals; Éducation des patients -- Périodiques; Counseling -- Périodiques; Éducation sanitaire -- Périodiques; 615.5071
• DOI: 10.1016/j.pec.2014.10.022
• Languages: English
• ISSNs: 0738-3991

Abstract

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.