Illuminating exemplary professionalism using appreciative inquiry dialogues between students and mentors

Abstract

Purpose: To explore the types of exemplary professional behaviors and the facilitators and barriers to professional behavior discussed by student–mentor dyads during appreciative inquiry (AI) dialogs.

Materials and methods: We conducted a qualitative analysis of AI narratives discussing exemplary professional practice written by third-year medical students following a dialog with mentors. Narratives were thematically analyzed using directed content analysis to explore the types of exemplary professional behaviors discussed and the facilitators and barriers to professional practice. Narratives were coded independently by two investigators; codes were finalized, themes were derived, and a model on how exemplary professional behaviors are nurtured and reinforced was developed.

Results: Themes addressed humanism toward others and excellence, with altruism being an underlying implicit guiding principle behind professional behavior. Humanism toward self was infrequently discussed as an aspect of professionalism, but when discussed, was perceived to foster resilience. Principle-based attitudes and emotional intelligence facilitated professional behaviors. Programmatic scaffolds facilitated professional behavior and included curricula on reflective practice, mentorship, promoting learner autonomy and connectedness, and a safe environment.

Conclusions: AI is an effective strategy that can be used to stimulate learner reflection on professionalism, humanism, and wellness and promote learner acknowledgement of positive aspects of the learning environment.

Acknowledgments

The authors would like to thank the student–mentor dyads without whom this study would not have been possible.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Glossary

• Appreciative inquiry: Is an organizational, strengths-based strategy that focuses on identifying and exploring what is working well in a situation and why so as to build on the organization’s successes and the potential of individuals within the organization.

• Cooperrider DL, Sorensen PF, Jr., Whitney D, Yaeger TF. 2000. Appreciative inquiry: rethinking human organization toward a positive theory of change. Champaign, IL: Stipes.

Additional information

Funding

The study was funded by a mini-grant from the Western Group on Student Affairs of the Association of American Medical Colleges.

Notes on contributors

Lavjay Butani

Lavjay Butani, MD, MACM, is Professor of Pediatrics, a Pediatric Nephrologist, and Director of Student Development in the Office of Medical Education.

Alyssa Bogetz

Alyssa Bogetz, MSW, is Associate Program Director of Scholarship and Director of the Scholarly Concentrations Program for the Pediatrics Residency Program.

Jennifer Plant

Jennifer Plant, MD MEd, is Associate Professor of Pediatrics, a Pediatric Intensivist and Co-Director of the Pediatric Clerkship.