Nederlands tijdschrift voor geneeskunde · 2026
[How residents develop virtues: A qualitative longitudinal study].
Аннотация на английскомСтатьяНазвание и аннотация: Перевод пока не подготовлен
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Verstegen Pleuntje M B, Kole Jos J, Groenewoud A Stef, van den Hoogen Frank J A
Аннотация
INTRODUCTION: Medical specialists in training not only develop competencies, but also virtues (positive personal qualities). Literature generally assumes that people develop virtues and character, yet, how this process takes place during postgraduate medical education has hardly been investigated.
OBJECTIVE: To provide an empirically informed account of virtue development during medical specialty training.
METHOD: A qualitative, longitudinal study of fifteen otolaryngology residents and thirteen educators. Residents were interviewed twice with in between participant observations, followed by a group member check. A virtue ethics framework was used in combination with a thematic analysis.
RESULTS: Residents appear to develop virtues in phases, moving from cardinal and intellectual virtues to professional and moral virtues. Role models, context, and culture influence this development. Also, residents' professional goals evolve over time.
CONCLUSION: This study of residents' phase-based virtue development raises important educational questions and provides new insights. For instance, supporting discussions about formative experiences, motivations and purposes with peers and surgeons can improve residents' education.
OBJECTIVE: To provide an empirically informed account of virtue development during medical specialty training.
METHOD: A qualitative, longitudinal study of fifteen otolaryngology residents and thirteen educators. Residents were interviewed twice with in between participant observations, followed by a group member check. A virtue ethics framework was used in combination with a thematic analysis.
RESULTS: Residents appear to develop virtues in phases, moving from cardinal and intellectual virtues to professional and moral virtues. Role models, context, and culture influence this development. Also, residents' professional goals evolve over time.
CONCLUSION: This study of residents' phase-based virtue development raises important educational questions and provides new insights. For instance, supporting discussions about formative experiences, motivations and purposes with peers and surgeons can improve residents' education.