ArticleBMC medical education2020
"Can virtue be taught?": a content analysis of medical students' opinions of the professional and ethical challenges to their professional identity formation.
Article in BMC medical education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 1 of them a synthesis that pooled it.
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Who cites it
10 citing papers in PubMed, 1 synthesis or guideline pooled it, 27 citations in OpenAlex.
- The emerging trends of healthcare professions' ethics education in recent 10 years: a systematic review.Frontiers in medicine · 2026Pooled it
- Supervising physicians' perceptions on physician work-hour regulations in Japan: a nationwide cross-sectional study.BMC medical education · 2025Article
- Learning by drawing: understanding the potential of comics-based courses in medical education through a qualitative study.BMC medical education · 2025Article
- Physician Resilience and the Little Way.The Linacre quarterly · 2025Article
- Traveling with a desirable destination: a dialogical analysis of professional identity formation among freshman medical students.BMC medical education · 2024Article
- Introducing professionalism and medical ethics in undergraduate integrative medical curriculum through a four-dimensional model.Journal of education and health promotion · 2024Article
- Laypeople's Perspective on Physician Work-Hour Restrictions in Japan: A Cross-Sectional Study.Journal of patient experience · 2024Article
- Virtues in Competency-Based Assessment Frameworks: A Text Analysis.Perspectives on medical education · 2023Article
- Defining ethical challenge(s) in healthcare research: a rapid review.BMC medical ethics · 2021Review
- Core elements of character education essential for doctors suggested by medical students in Korea: a preliminary studyJournal of educational evaluation for health professions · 2020Article
Corrections and comments
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Authors and funding
5 authors at 2 institutions in 1 country.
Funding
Abstract
backgroundEfforts have begun to characterize the ethical and professional issues encountered by medical students in their clinical years. By applying previously identified taxonomies to a national sample of medical students, this study seeks to develop generalizable insights that can inform professional identity formation across various clerkships and medical institutions.
methodsIn a national survey of medical students, participants answered an open-ended survey item that asked them to describe a clinical experience involving an ethical or professional issue. We conducted a content analysis with these responses using the Kaldjian taxonomy of ethical and professionalism themes in medical education through an iterative, consensus-building process. Noting the emerging virtues-based approach to ethics and professionalism, we also reexamined the data using a taxonomy of virtues.
resultsThe response rate to this survey item was 144 out of 499 eligible respondents (28.9%). All 144 responses were successfully coded under one or more themes in the original taxonomy of ethical and professional issues, resulting in a total of 173 coded responses. Professional duties was the most frequently coded theme (29.2%), followed by Communication (26.4%), Quality of care (18.8%), Student-specific issues of moral distress (16.7%), Decisions regarding treatment (16.0%), and Justice (13.2%). In the virtues taxonomy, 180 total responses were coded from the 144 original responses, and the most frequent virtue coded was Wisdom (23.6%), followed by Respectfulness (20.1%) and Compassion or Empathy (13.9%).
conclusionsOriginally developed from students' clinical experiences in one institution, the Kaldjian taxonomy appears to serve as a useful analytical framework for categorizing a variety of clinical experiences faced by a national sample of medical students. This study also supports the development of virtue-based programs that focus on cultivating the virtue of wisdom in the practice of medicine.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.