Differences in medical students’ explicit discourses of professionalism

Rather than merely acting professionally, medical students are expected to become professionals. Developing an embodied professional persona is not straightforward as there is no single perspective of what medical professionalism comprises. In the context of this confusion, medical educationalists have been charged with developing a professionalism curriculum that emphasises, supports and measures students’ professionalism. This paper focuses on medical students’ discourses of medical professionalism in order to understand the means through which students conceptualise professionalism. Kevin Eva, Editor in Chief of Medical Education, speaks to Lynn Monrouxe (Division of Medical Education, School of Medicine, Cardiff University, Cardiff, UK), about her co-authored paper in the June issue of Medical Education: ‘Differences in medical students’ explicit discourses of professionalism: acting, representing, becoming’ by Lynn V Monrouxe, Charlotte E Rees, Wendy Hu. Read the paper:

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Differences in medical students’ explicit discourses of professionalism is an episode from Podcasts from the journal Medical Education 2011.

This episode is 00:13:33 long.

This episode was published on May 26, 2011.

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