ArticleMedical education2017
Taiwanese and Sri Lankan students' dimensions and discourses of professionalism.
Article in Medical education, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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8 citing papers in PubMed.
- Using Hofstede's framework to explore surgical cultures and their impact on female surgeons.Medical education · 2025Article
- Translating cross-language qualitative data in health professions education research: Is there an iceberg below the waterline?Medical education · 2025Review
- Mental health care for migrants in the Netherlands: A decolonial perspective.Global mental health (Cambridge, England) · 2025Review
- Patient perceptions of students in a longitudinal integrated clerkship in Taiwan: a qualitative study.BMC medical education · 2021Article
- Article
- Medical Students' and Trainees' Country-By-Gender Profiles: Hofstede's Cultural Dimensions Across Sixteen Diverse Countries.Frontiers in medicine · 2021Article
- Health Science Students' Perspective on Quality-of-Care-Relating Medical Professionalism.Journal of multidisciplinary healthcare · 2021Article
- Medical students' attitudes toward interactions with the pharmaceutical industry: a national survey in Japan.BMC medical education · 2018Article
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5 authors.
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Abstract
contextThe definition of medical professionalism poses a challenge to global medical educators. This is especially pronounced in settings where professionalism frameworks developed in the west are transferred into different cultures. Building upon our previous study across Western contexts, we examine Taiwanese and Sri Lankan medical students' conceptualisations of professionalism in terms of what professionalism comprises (i.e. dimensions) and how it is linguistically framed (i.e. discourses).
methodsA qualitative group interview study was undertaken comprising 26 group interviews with 135 participants from one Taiwanese (n = 64; Years 4-7) and one Sri Lankan medical school (n = 71; Years 2-5). Through thematic framework analysis we examined the data for explicit dimensions of professionalism. Through discourse analysis we identified how participants constructed professionalism linguistically (discourses).
resultsThirteen common dimensions across Taiwanese and Sri Lankan talk were identified, with the dimensions (contextual, integration and internalised self) being identified only in Sri Lankan data. Professionalism as knowledge and patient-centredness were dominant dimensions in Taiwan; in Sri Lanka, attributes of the individual and rules were dominant dimensions. Participants in both countries used four types of discourses previously identified in the literature. Individual and interpersonal discourses were dominant in Taiwanese talk; the collective discourse was dominant in Sri Lankan talk. Findings were compared with our previous data collected in Western contexts.
conclusionsDespite some overlap in the dimensions and discourses identified across both this and Western studies, Taiwanese and Sri Lankan students' dominant dimensions and discourses were distinct. We therefore encourage global medical educators to look beyond a one-size-fits-all approach to professionalism, and to recognise the significance of context and culture in conceptualisations of professionalism.
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