Practical Training of Nursing Students

Abstract

The increased attention that “medical professionalism” has received lately uncovers a deficit in our education system and indicates the need for more work to be done to ensure effective teaching and assessment of this competence. The combined efforts of many reputable medical organizations are major steps in the right direction. The importance of formal teaching in establishing medical students’ professional behavior in is clearly evident in the literature; failure in this regard will certainly have adverse outcomes. Furthermore, the existing literature suggests many teaching strategies and assessment tools that can help achieve this goal. However, there are still many shortcomings. Teaching professionalism requires, in addition to a clear core curriculum that encompasses medical education continuity, special efforts in terms of transferring non-cognitive skills. Reputable role models play a big role in this process. Helping students think about real life encounters in a safe environment is probably one of the most effective means at our disposal. Many obstacles that may interfere with this educational endeavor have been described in the literature. Negative role models and a “hidden curriculum” are among the most vulnerable and deserve extra effort to overcome.