ArticleMedical education2018
Investigating US medical students' motivation to respond to lapses in professionalism.
Article in Medical education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Moral courage efficacy among medical students: associations with environmental professionalism, empathy attitudes, and communication self-efficacy.Frontiers in medicine · 2026Article
- "Should I Say Something?": A Simulation Curriculum on Addressing Lapses in Professionalism to Improve Patient Safety.MedEdPORTAL : the journal of teaching and learning resources · 2023Article
- Learning in and across communities of practice: health professions education students' learning from boundary crossing.Advances in health sciences education : theory and practice · 2022Article
- A behavioural study of obedience in health professional students.Advances in health sciences education : theory and practice · 2022Article
- Perception of social media behaviour among medical students, residents and medical specialists.Perspectives on medical education · 2021Article
- An Adaptive Blended Learning Approach in the Implementation of a Medical Neuroscience Laboratory Activities.Medical science educator · 2021Article
- A multi-method exploratory study of health professional students' experiences with compliance behaviours.BMC medical education · 2020Article
- 'Failure to fail': the teacher's dilemma revisited.Medical education · 2019Article
- The Relations of Science Task Values, Self-Concept of Ability, and STEM Aspirations Among Finnish Students From First to Second Grade.Frontiers in psychology · 2019Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
contextAs unprofessional behaviour in physicians can compromise patient safety, all physicians should be willing and able to respond to lapses in professionalism. Although students endorse an obligation to respond to lapses, they experience difficulties in doing so. If medical educators knew how students respond and why they choose certain responses, they could support students in responding appropriately.
objectivesThe aim of this study was to describe medical students' responses to professionalism lapses in peers and faculty staff, and to understand students' motivation for responding or not responding.
methodsWe conducted an explorative, qualitative study using template analysis, in which three researchers independently coded transcripts of semi-structured, face-to-face interviews. We purposefully sampled 18 student representatives convening at a medical education conference. Preliminary open coding of a data subset yielded an initial template, which was applied to further data and modified as necessary. All transcripts were coded using the final template. Finally, three sensitising concepts from the Expectancy-Value-Cost model were used to map participants' responses.
resultsStudents mentioned having observed lapses in professionalism in both faculty staff and peers. Students' responses to these lapses were avoiding, addressing, reporting or initiating policy change. Generally, students were not motivated to respond if they did not know how to respond, if they believed responding was futile and if they feared retaliation. Students were motivated to respond if they were personally affected, if they perceived the individual as approachable and if they thought that the whole group of students could benefit from their actions. Expectancy of success, value and costs each appeared to be influenced by (inter)personal and system factors.
conclusionsThe Expectancy-Value-Cost model effectively explains students' motivation for responding to lapses. The (inter)personal and system factors influencing students' motivation to respond are modifiable and can be used by medical educators to enhance students' motivation to respond to lapses in professionalism observed in medical school.
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