2017 Volume 48 Issue 6 Pages 375-386
Optimal strategies for learning professionalism have not been established to date. For the purpose of resolving this problem, the author developed a novel workshop activity in which scenarios describing unprofessional behavior were represented. In the scenarios, participants performed role play followed by small group discussions. Key words chosen during discussion were pooled and reconstructed into an association chart using KJ method. From 2014 through 2017, a total of forty-four junior residents participated in the activity. To estimate the effectiveness of the workshop, participants completed a post-activity questionnaires composed of a ten-point rating scale (higher value denotes a positive evaluation) and free commentary. Most residents indicated interest in this workshop (mean rating, 8.5±1.25, median, 9). Similarly, a considerable number of residents reported that the activity allowed them an opportunity to reflect on their behavior (mean, 8.05±1.43;, median 8). Qualitative analyses of free commentary was performed using Steps for Coding and Theorization (SCAT). Consequently, 6 themes were extracted: interest in learning professionalism, exchange of diverse values, importance of reflection, recognition of objectives, difficulty in understanding professionalism, and proposals for the workshop. On association charts, key words were sorted into four to six categories; these were further arranged in such a way as to converge toward the concepts of patient-centered care. We consider that our scenario-based workshop may be an effective strategy to facilitate learning professionalism for residents.