Professionalism Lesson Plan FULL · 2019-02-25 · Bethany Lloyd, Year 5, University of Aberdeen...
15
Bethany Lloyd, Year 5, University of Aberdeen ([email protected]) Professionalism Lesson Plan Designed to be run by any medical or allied health professional for groups of ideally less than 30 medical students to allow for whole group discussion, although can be used for larger groups. Aim: To engage medical students in a creative and fun activity, approaching professionalism from a similarly vulnerable perspective to that a patient may be in. Learning Points: 1. Professionalism is important to be a good medical student or doctor and all aspects of it should be considered. 2. What the 4 domains used in the GMC’s “Achieving good medical practice: guidance for medical students” are, and what each of these includes. 2. Begin to have an awareness of the 14 subtopics used in this guidance, and exploring potential pitfalls of neglecting any single one of these areas. Overview: As the leader of this lesson, you will guide participants through a scenario which encourages them to think through the qualities and characteristics they would like to see in any trusted professional, particularly those in high-risk situations. It is key that you initially do not relate the lesson to medical practice at all. The students will be split into teams of 4-6 individuals, and informed that they have been invited to a skydiving session. On arrival at the “skydiving centre”, the team is required to create an exhaustive list of the characteristics they would like their instructor to have, so that just the right person can be found. They are then encouraged to relate the characteristics they have come up with to the framework given in the GMC’s “Achieving good medical practice: guidance for medical students”, and consider the implication of lacking any specific aspects of professionalism, firstly in the scenario of skydiving, and secondly in medical practice. The following script can be used flexibly, with additional activities to develop this 15-minute activity into an hour-long session if required. Basic structure: 1. Introduction “story” with example from the “previous skydiving team” 2. Give 15 blank cards to write requirements of their skydiving instructor 3. Sort 15 white cards into the 4 DOMAIN headings, (if there are any blank white cards they can complete them now). 4. Relate this exercise to medicine, give the 14 SUBHEADING cards and match them to the white cards 5. For any unmatched SUBHEADING cards turn them over and ask students to read the “consequence” in their group. 6. (Optional: add up a “score” based on SUBHEADING cards they did/didn’t match) 7. Discuss the SUBHEADING cards they did not match to any white cards. What would be a possible outcome of lacking this in medical practice?
Transcript of Professionalism Lesson Plan FULL · 2019-02-25 · Bethany Lloyd, Year 5, University of Aberdeen...
BethanyLloyd,Year5,UniversityofAberdeen([email protected])
ProfessionalismLessonPlanDesignedtoberunbyanymedicaloralliedhealthprofessionalforgroupsofideallylessthan30medicalstudentstoallowforwholegroupdiscussion,althoughcanbeusedforlargergroups.Aim:Toengagemedicalstudentsinacreativeandfunactivity,approachingprofessionalismfromasimilarlyvulnerableperspectivetothatapatientmaybein.LearningPoints:1.Professionalismisimportanttobeagoodmedicalstudentordoctorandallaspectsofitshouldbeconsidered.2.Whatthe4domainsusedintheGMC’s“Achievinggoodmedicalpractice:guidanceformedicalstudents”are,andwhateachoftheseincludes.2.Begintohaveanawarenessofthe14subtopicsusedinthisguidance,andexploringpotentialpitfallsofneglectinganysingleoneoftheseareas.Overview:Astheleaderofthislesson,youwillguideparticipantsthroughascenariowhichencouragesthemtothinkthroughthequalitiesandcharacteristicstheywouldliketoseeinanytrustedprofessional,particularlythoseinhigh-risksituations.Itiskeythatyouinitiallydonotrelatethelessontomedicalpracticeatall.Thestudentswillbesplitintoteamsof4-6individuals,andinformedthattheyhavebeeninvitedtoaskydivingsession.Onarrivalatthe“skydivingcentre”,theteamisrequiredtocreateanexhaustivelistofthecharacteristicstheywouldliketheirinstructortohave,sothatjusttherightpersoncanbefound.TheyarethenencouragedtorelatethecharacteristicstheyhavecomeupwithtotheframeworkgivenintheGMC’s“Achievinggoodmedicalpractice:guidanceformedicalstudents”,andconsidertheimplicationoflackinganyspecificaspectsofprofessionalism,firstlyinthescenarioofskydiving,andsecondlyinmedicalpractice.Thefollowingscriptcanbeusedflexibly,withadditionalactivitiestodevelopthis15-minuteactivityintoanhour-longsessionifrequired.
Basicstructure:1. Introduction“story”withexamplefromthe“previousskydivingteam”2. Give15blankcardstowriterequirementsoftheirskydivinginstructor3. Sort15whitecardsintothe4DOMAINheadings,(ifthereareanyblankwhite
cardstheycancompletethemnow).4. Relatethisexercisetomedicine,givethe14SUBHEADINGcardsandmatch
themtothewhitecards5. ForanyunmatchedSUBHEADINGcardsturnthemoverandaskstudentstoread
the“consequence”intheirgroup.6. (Optional:addupa“score”basedonSUBHEADINGcardstheydid/didn’tmatch)7. DiscusstheSUBHEADINGcardstheydidnotmatchtoanywhitecards.What
wouldbeapossibleoutcomeoflackingthisinmedicalpractice?
BethanyLloyd,Year5,UniversityofAberdeen([email protected])
PREPARATION:
• ReadtheGMC’s“Achievinggoodmedicalpractice:guidanceformedicalstudents”,andensurethatyouarefamiliarwiththesummaryshownbelow.
• Preparea“pack”foreachteam,includingo 15blankwhitecards(seeAppendix1,alternativelyblankbusinesscardscanbeused)o 1singlesidedreusableinvitationcard(seeAppendix2)o 4singlesidedreusableDOMAINcards(seeAppendix3)o 14doublesidedreusableSUBHEADINGcards(seeAppendix4)
• Preparetheroomwithseparatetablesforeachgroup,largeenoughtospreadthecardsouton,andanoptional“leadershipboard”fortheteamscores.
Summaryof“Achievinggoodmedicalpractice:guidanceformedicalstudents”forthislessonNB:forthepurposesofthislessonthe4mainheadingsarereferredtoasDOMAINSandthe14categoriesbeneaththesearereferredtoasSUBHEADINGSDomain1:Knowledge,skillsandperformance(3)
a) Developandmaintainprofessionalperformanceb) Applyknowledgeandexperienceinpracticec) Recordworkclearly,legiblyandaccurately
Domain2:Safetyandquality(3)a) Contributetoandcomplywithsystemstoprotectthepatientsyouareresponsibleforb) Respondtoriskstosafetyc) Protectpatientsandcolleaguesfromanyriskposedbyyourhealth
Domain3:Communication,partnershipandteamwork(4plusconfidentiality)a) Communicateeffectivelyb) Workcollaborativelywithcolleaguesc) Continuityandco-ordinationofcared) Establishandmaintainpartnershipswithpatients
Domain4:Maintainingtrust(4)a) Showrespectforpatientsb) Treatpatientsandcolleaguesfairlyandwithoutdiscriminationc) Actwithhonestyandintegrityd) Openaboutlegal/disciplinaryproceedings
NB:Mostoftheresourcesforthislesson(excludingtheblankwhitecards)canbelaminatedandre-usedtominimizewastage.Ifre-usingthecardsisnotfeasible,anotheralternativeistoremovethebackgroundcoloursfromAppendix3andAppendix4.
BethanyLloyd,Year5,UniversityofAberdeen([email protected])
LESSONSCRIPT(anyboxesinpalegreyareadditionalexpansionactivitiesthatcanbeusedifmoretimeisavailable)Sectionslabeled“T”aretobedoneasawholegroup,eggroupdiscussions.Sectionslabeled“G”areforthesmallgroupandshouldhaveminimalinputfromthesessionleader.Time Items
neededActivity
1min Assignstudentstoteamsof4-6individualsatthestartofthelesson.Aimformixedteamsratherthangroupsoffriends.Directthemtothealreadysetouttables,eachofwhichshouldhavethe“invitation”cardonit,facedown.
Youcouldaskthewholegrouptolineupinorderofshoesize,birthday,furthestdistancetravelledthatday,etc,perhapsevenwithoutspeakingandthendivideintoteamsaccordingly.Thiswouldgivearandomselectionforeachteam,andwouldalsohelpthegroupasawholetorelaxandengagewithactivities.
(Whiteboardorflipchart)
Itmighthelpencouragegroupcommunicationatthisstagetodiscussasawholegroupwhatthestudents’expectationsareofa“lessononprofessionalism”.Ifyouhaveawhiteboard,youcouldwritedownsomewordstheywouldusetodescribeit.Trytoencouragehonestyratherthanthe“rightanswer”.Forexample,theymightsay“interesting”,“unnecessary”,“difficult”,“relevant”,“boring”or“practical”.Ifstudentsarereluctanttospeakup,youcouldtrygivingeachofthemapieceofpapertowritedownonewordtodescribetheirexpectationsandhaveallofthestudentsrevealtheircardssimultaneously.Itcouldhelprapportifyoushareyourexpectationstoo!Trytoalsoelicitwhattheythinktheyknowaboutprofessionalismsofar.AretheyawareoftheGMCguidanceformedicalstudents?Havetheyreadit?
2-3min
Invitationcard(scoreboard)
Explainbrieflytothewholegroupthattodayyouarelookingatprofessionalismandintroducethescenario.Itisimportanttotryandavoiddirectlyrelatingittomedicineatthispoint,astheaimistoengagetheteamsinlateralthinkingaboutprofessionalism.Forexample,youmightsay:Asyouknow,overthenext20minuteswearegoingtobethinkingaboutwhatprofessionalismmeans.Wehavesplityouintoteamsfortheactivitieswewillbedoing.Iwillexplainwhattodoaswegoalong.Youwilleachneedapen,butIwillprovideeverythingelse.[ifscoringpointsfortheteams,explainatthispointthattherewillbepoints(andpossiblyprizes!)basedonhowwellyourteamdoesintheactivities]Youmighthavenoticedthatthereisacardonyourtable.Pleaseturnitover!
BethanyLloyd,Year5,UniversityofAberdeen([email protected])
[Giveafewsecondsforeveryoneintheteamtoreadit]IwouldliketoaddmycongratulationstothoseoftheNationalCommitteeforMedicalStudentAttire.Welldone!Eachofyourteamshaswontheopportunitytogoskydiving.Howexciting!UnfortunatelyIhavejustspokentothereceptionistattheskydivingcentre,andshehastoldmethatalloftheirusualinstructorsarecurrentlyunavailable.Sheismorethanhappytofindanewinstructorforyou,butneedsyoutospecifyEXACTLYwhatyouwantofthem.Sheissurethanshecanguaranteeanycharacteristicsyouaskfor,butanycharacteristicsthatyoudon’tmention,yourinstructorwon’thave.Thegroupbeforeyouaskedherforaninstructorwhowas“honestandreliable”butdidn’tsay“qualified”sosheemployedthelocalbakerandhasn’tseenthemsince.Iamgoingtogiveyou15whitecardstowritedownyourrequirementson.Youwillhave3minutestotryandthinkofasmanyasyoucan,butdon’tworryifyouhaven’tfinishedallofthewhitecards,therewillbeanopportunitytoaddtothemlater.
3-4min
15whitecards,pens
GivetheteamssometimetowritedowncharacteristicsKeepaneyeonhowmanyofthewhitecardseachteamhasfilledin.Tryandstopthemwhentheyhavedoneroughly10,orafter3-4minutes.
2-3min
4domaincards Explaintothewholegroupthatyouhavesomeheadings,which
coverdifferentareasofprofessionalismtheymightwanttothinkabout.Giveeachteamasetofthe4colouredDOMAINcards.Askthemtodividethewhitecardsbetweenthesecategories,andgivethemsometimetocompleteanyremainingwhitecards.
1-2min
Explaintothewholegroupthatwhenpeopleareskydiving,theyhavetotrusttheirinstructorwiththeirlife.Oftenwhenpeopleparticipateinactivitieslikeskydiving,theyhavelittleknowledgeofthespecificprocessesthatneedtobecompleted,althoughtheymayhavesomeideasaboutwhattoexpect.Theirideasmayprovetobecorrectorincorrect,buttheyneedtotrusttheresponsibleinstructortobehaveinasafe,professionalmanner.Thisissimilarinlotsofwaystomedicine,whereyouwillhavepatientspotentiallytrustingyouwiththeirlife,withoutnecessarilyknowingwhetherwhatyouaredoingissafeorcorrect.TheGMChaveproducedadocumentcalled“Achievinggoodmedicalpractice:guidanceformedicalstudents”,whichlaysouttheaspectsofprofessionalismtheyrequirefrommedicalstudents.Theysplitthese14aspectsinto4domains;theDOMAINcardsIgaveyouinthelastactivity.
BethanyLloyd,Year5,UniversityofAberdeen([email protected])
2-4min
14attributecards
Nextgivetheteamsthe14SUBHEADINGcards,whichfitintothe4domains.WithoutturningtheseovertheyshouldmatchthewhitecardstotheSUBHEADINGcardsintheirteams.[Teamsmayneedsomehelptostartthisoff.Trytocirculatebetweentheteamstogiveextrainformationonanyofthesubheadingsifneeded.ThereissomeoverlapbetweentheSUBHEADINGcards.Theremaybesomethingstheyhavewrittendownthatdon’tfitintoanyofthesubheadingsordomains.Youmightwanttobringthisupinthediscussion]Itwilllooksomethinglikethis:(inthisexampletheyhave3unpairedSUBHEADINGcards)
1-2min
Askthegroup:DoyouhaveSUBHEADINGcardsleftoverthatyoudidn’tmatchanyofthewhitecardsto?AsktheminteamstoturnoveranyoftheSUBHEADINGcardswhichareunpairedandreadthe“consequences”oftheirinstructornotdemonstratingthataspectofprofessionalism.IftheyhavelotsofunpairedSUBHEADINGcards,theyshouldchoosejust2or3toreadtheconsequencesfor.Theconsequencesaredramaticexamplestomakeanimportantandmemorablepoint:thereispotentialforharmifANYaspectofprofessionalismisneglected.
Scoreboard,pens
Forscoring:+20pointsforanyoftheSUBHEADINGcardsthatarepaired.Forexampleifateamhaswritten“complieswithsafetyprocesses”they
BethanyLloyd,Year5,UniversityofAberdeen([email protected])
wouldget+20pointsformatchingwithSUBHEADINGCard“Contributetoandcomplywithsystemstoprotecttheskydiversyouareresponsiblefor”.Iftheyhadalsowritten,“helpsdevelopsafetysystems”onanotherwhitecardtheywouldnotgetanyextrapointsasthisisalsocoveredbythesamesubheading.PointsaredeductedforeachoftheSUBHEADINGcardsthattheydidnotmatchanythingto,accordingtothescoresontheback.Addupatotalscoreperteam.
2-3min
Together:AsktheteamstochooseoneoftheirunpairedSUBHEADINGcards.Encouragediscussionasawholegroup(orinteamsifshortontime)aroundthequestionsinAppendix5.Ifyouareshortontime,focusonthequestionslistedhere(q1,q3).Aimtokeepthediscussionpracticalratherthantheoretical.1.Whydoyouthinkyoudidn’tconsiderthisaspectofprofessionalismwhenyouwerediscussingitasateam?3.Canyouthinkofsomeimplicationsofnothavingitifyouwereamedicalstudent?NB:akeypointintheusefulnessofthislessonasalearningexperienceisinrelatingtheseattributesbacktomedicalpractice,throughthelensofconsideringthemselvesan“injuredparty”.Theaimisthatstudentswillrememberindividualcharacteristicsmorereadily,particularlywiththememorable“consequences”onthecards.
YoucanrepeatthesequestionsforoneortwomoreoftheunpairedSUBHEADINGcards.Ifyouaredoingthis,youmightwanttoencourageteamstochoosesubheadingsfromdifferentdomainswherepossible.Ifyouhavelonger,youcouldgiveteamsonefulldomainfrom“Achievinggoodmedicalpractice:guidanceformedicalstudents”tolookoveranddiscussthepoints.Aimtokeepthediscussionpractical-dotheythinkthisguidanceisthingstheydoinpracticethemselves?Ifnot,whynot?Isthereanythingtheywouldadd?
1min SummarisewhattheyhavelearntandclosethesessionIfyouareshortontimeyoucanbrieflysummarise.Otherwiseyoucouldgoroundandhaveeachstudentsay1thingthattheyhavelearnt,or1thingtheyenjoyed/1thingtheywouldimprove.Ifyouhavekeptscores,announcethewinnersatthisstageandcongratulatethem.Ifyouhaveasmallprizeitcanmakethismorefun.Thankthestudentsandclosethesession
BethanyLloyd,Year5,UniversityofAberdeen([email protected])
BethanyLloyd,Year5,UniversityofAberdeen([email protected])
APPENDIX1:BLANKCARDSFORCHARACTERISTICSLISTTopreparecards-cutalongthedottedlines
BethanyLloyd,Year5,UniversityofAberdeen([email protected])
BethanyLloyd,Year5,UniversityofAberdeen([email protected])
APPENDIX3:DOMAINCARDSTopreparecards-cutalongthedottedlines
DOMAIN1:KNOWLEDGE,SKILLSANDPERFORMANCE
DOMAIN2:SAFETYANDQUALITY
DOMAIN3:COMMUNICATION,PARTNERSHIPANDTEAMWORK
DOMAIN4:MAINTAININGTRUST
BethanyLloyd,Year5,UniversityofAberdeen([email protected])
APPENDIX4:SUBHEADINGCARDSTopreparecards-cutalongthedottedlines,thenfoldalongthecentraldoublelinetocreateadoublesidedcard. Attribute Consequence
Domain1
Know
ledge,Skillsand
Pe
rformance
Developandmaintainprofessionalperformance
- Acquireknowledgeandskillsasastudent(goodattendance,respondingtofeedback,reflecting)
- Maintain/improveasaprofessional.
Youfailtorequirethatyourinstructorisqualifiedorhasmaintainedtheirqualifications.Asaresult,thereceptionistcallsinthelocalbakerwhooncewentonaskydivein1963andthinkshecanmakeastabatit.Unfortunatelyhedoesn’treallyrememberitaswellashethoughtanddoesn’tpullthecorduntiltoolate.
Domain1
Know
ledge,Skillsand
Pe
rformance
Applyknowledgeandexperienceinpractice
- Workwithintheircompetence- Behaveprofessionallyegnotlate,
professionaldress- Gainingconsent
Youfailtorequirethatyourinstructorappliestheirknowledgeandskillsinaprofessionalmanner.Therefore,sheturnsup2hourslate,bywhichtimethepilothasleft.Shedecidestoflytheplaneherselfasalthoughnotqualifiedtodoso,sheisfriendswithapilotwhohastalkedherthroughitbefore.Itturnsoutshecantakeoff,butnotlandtheplane.
Domain1
Know
ledge,Skillsand
Pe
rformance
Recordworkclearlylegiblyandaccurately
- Goodcontinuity,goodteamwork,safehandoversfromoneprofessionaltoanother
Youfailtorequirethatyourinstructormakesarecordofanythingclearly.Assuch,althoughshecheckstheweatherreportbeforeyouleave,shewritesitdownonascrapofpapertotakewithher.Shortlybeforejumping,shelooksatitbutitunsurewhethershehaswrittenNWorNEforthewindspeed.Sheguesseswrongandyouareblown50milesoffcourse,outtosea.
Domain2
Safetyand
Quality
Contributetoandcomplywithsystemstoprotecttheskydiversyouareresponsiblefor
- complywithsystemsdiligently- seektoimprovesystems- openandhonestfollowing
significantevents
Youdonotrequirethatyourinstructorisdiligentincomplyingwithsafetysystems.Theinstructorcannotbebotheredfollowingallofthesafetychecksbeforeheleavesandsoforgetstochecktheparachute.Whenitopensonthedescentitisimmediatelyobviousthatithasalargeripinit,whichbecomesrapidlyworse.Unfortunatelyhealsodidn’treadtheinstructionsindicatingthatyoushouldalsohaveareserveparachute.
BethanyLloyd,Year5,UniversityofAberdeen([email protected])
Do
main2
Safetyand
Quality
Respondtoriskstosafety
- responsibilityofthewholeteam- includesprotectingdignityand
comfort
Youfailtorequirethatyourinstructorwillrespondtosafetyrisks.Asyoutakeoff,younoticethattheplanedoorislooseandmentionthistotheinstructor.Sheshrugsandtellsyouthatthisisthepilot’sresponsibility,whoyoucannotcontactasheisinthecockpit.Therattlingbecomesworseandat10,000ftthedoorfallsoff.
Domain2
Safetyand
Quality
Protectskydiversandcolleaguesfromanyriskposedbyyourhealth
- Seekadvicefromsuitablecolleagues
- Includesimpactofstressoranxiety
- EngagewithOccupationalHealth
Youfailtorequirethatyourinstructorisdiligentaboutprotectingyouandhiscolleaguesfromrisksposedbyhisownhealth.Asaresult,thereceptionistemploysaninstructorwhohasrecentlyreturnedfromaskydivingexpeditioninTanzaniaandhasmalariawithafeverof410C.Ontheascentintheplanehebecomesdeliriousandonthefree-falllosesconsciousness.Youdonotknowhowtoactivateorsteertheparachute.
Domain3
Commun
ication,
Partne
rship,Teamwork
Communicateeffectively
- Clearcommunicationandlistening
- Takeintoaccountlanguageandotherbarrierstocommunication
Youdon’trequirethatyourinstructorhasgoodandclearcommunication,andsothereceptionistemploysafriendlyItalian.Unluckilyhedoesn’tspeakanyEnglishandyoucan’tspeakanyItalian.Whenyouhaveopenedthedooroftheplaneyouthinkhesays“go,I’mready”;hewasactuallysaying“wait,Ineedtheparachute”
Domain3
Commun
ication,
Partne
rship,Teamwork
Workcollaborativelywithcolleagues
- Adaptbehaviorasnecessarytoimproveteamworking
- Treatallmembersoftheteamwithrespect
Yourinstructorisnotrequiredtohavegoodinter-professionalworkingrelationships.Thereceptionistcontactsanoldinstructorwhowasaskedtoleaveafterpunchingthepilot.Thepilothasnotforgivenhim,andtellshimtojumpwhentheyareflyingoveranactivesurface-to-airmissiletestsite.
Domain3
Commun
ication,
Partne
rship,Teamwork
Continuityandco-ordinationofcare
- Safetransferbetweendifferentprofessionalsandsettings
- Sharerelevantinformation
Youdon’taskforaninstructorwiththeabilitytopassoninformationwell.Theinstructororganizestheparachutes,butaccidentallyleavesthembehind.HecallshisslightlydeafGrantopickthemup,whocallsherslightlyblindfriend,whopicksupthewrongbag.Youdon’trealizeuntilyouhavejumpedthatitonlyholdsdirtylaundry.
BethanyLloyd,Year5,UniversityofAberdeen([email protected])
Domain3
Commun
ication,
Partne
rship,Teamwork
Establishandmaintainpartnershipswithskydivers
- Treatthemasindividuals- Listentothemandtreatthem
fairly,withrespect- Beclearaboutroles
Youdonotaskforaninstructorwhowantstoworkwithskydivers.Thereforewheneveryouoffertohelphesays,“Iamtheinstructor,Iknowbest.”Whenyouarereadytojump,youthinkyouseesomestormyweathercoming,butdon’tfeelcomfortablespeakingup.Itturnsouttobeahurricane,whichyoumeethalfwaydown.
Domain4
MaintainingTrust
Showrespectforskydivers
- notpursuingimproperorsexualrelationshipswithskydivers
- notexpressingpersonalbeliefsindistressingways
- honestyifsomethinghasgonewrong
Youdonotaskforaninstructorwhoshowsrespectforthoseintheircare.Yourinstructorbehavesoddlyontheflightup,askingwhichgirlsareinrelationships.Whenthedoorisopenedhedeclareshimselfa“Beyonceworshipper”andstateshewilloffer“singleladyhumansacrifices”.Heforcefullyaskswhowantstogooutthedoorfirst.
Domain4
MaintainingTrust
Treatskydiversandcolleaguesfairlyandwithoutdiscrimination
- donotdelayhelpbecauseyoubelievetheskydiverhascontributedtotheproblem
- awareofunconsciousbias
Youdonotrequirethatyouinstructortreatallskydiversfairly.Hejokesthatthewomenshould“stayonthegroundandmakesandwichesforwhentheygetback”.Itturnsoutthepilotisactuallyfemaletoo,andrefusestoflytheplane.Thereforenobodycangoskydiving.
Domain4
MaintainingTrust
Actwithhonestyandintegrity
- honestinallregards.Including:experience,qualifications,plagiarism,yourownhealth,communicationwithpatientsandcolleagues,finances,insurance.
Youdonotaskforaninstructorwhobehaveswithhonestyandintegrity.Sherealizesshortlyaftertakeoffthatsheforgottopackenoughparachutesforalltheparticipantsbutdoesn’twanttoadmitthemistake,sosheputsajumperintheemptybagtopaditout.Oneofyoupullstheripcordondescent,toreleaseonlyafluffypurplefleece
Domain4
MaintainingTrust
Openaboutlegal/disciplinaryproceedings
- honestduringlegalproceedings- informsemployersofany
convictionsorcautionsimmediately
- Withinandoutsidework
Youdidn’taskforaninstructorwhowasopenaboutlegalanddisciplinaryproceedings.Itturnsoutthatheisontherunfromthepolice,andwhenyouaskhisnameherepeatedlysays“JohnSmith”inaheavilyaccentedvoice.Theplaneseemstobetakinglongerthanyouwouldexpect,andwhenyoulandafterthedive,thetreeslooksuspiciouslytropical;thesandsuspiciouslywhite.
BethanyLloyd,Year5,UniversityofAberdeen([email protected])
APPENDIX5:Questionsfordiscussion
1. Whydoyouthinkyoudidn’tconsiderthisaspectofprofessionalismwhenyouwerediscussingitasateam?
2. Canyouthinkofatimewhenyousawthisbeingneglectedinmedicalpractice,maybebyafellowmedicalstudent,aconsultant,anFY,anurseoranyoneelse?Whathappened?
3. Whatmightbetheimplicationsofdisregardingthisaspectofprofessionalismasamedicalstudent?Orapracticingdoctor?
4. Whatcouldyoudotoensurethatyouputthisintopracticenowandinthefuture?
5. Howcomfortablewouldyoufeelchallengingsomeoneelseaboutthis?Whatiftheyweresignificantlymoresenioregyourconsultantorsupervisor?Whatiftheywereanothermemberofthemulti-professionalteamegaphysiotherapist,dietician,nurse?
