Hilton & Slotnick (2005) also emphasise the combination of experience together with reflection on experience over time in the gradual formation of professional identity. Goldie et al. (2000) highlight the essential modelling this entails:
“The tutors play an important part, through debriefing, in the students’ reflection… The tutors also contribute to this process through acting as role models, willing to admit their own fallibilities, when sharing their own relevant experiences with students.”
Allied to this process is the development of professional values in small group learning (Branch, 2000). Following the position set out by John Dewey in his theory of valuation, Raths et al. (1978) develop a model of ‘values clarification’:
“People grow and learn through experiences. Out of experiences may come certain general guides to behavior. These guides tend to give direction to life and may be called values. Our values show what we are likely to do with our limited time and energy.”
Raths et al. identify three phases in the process of valuation, and these involve choosing, prizing, and acting. They expand into seven activities, all of which are considered essential in constituting our values (Box 18). Other phenomena that meet only some of the seven criteria will not of themselves be values, although they may indeed be value indicators. Examples of these include goals, aspirations, attitudes, interests, feelings, beliefs, activities, and concerns.
BOX 18 Seven criteria of a value
1. It is chosen freely. 2. It is chosen from alternatives. 3. It is chosen after thoughtful consideration of the consequences of the alternatives. 4. We prize this choice. 5. We affirm it to other people. 6. We act upon it. 7. We act upon it repeatedly.
(Raths et al. 1978)
The role of the educator is then to facilitate students’ own clarification of their values through a form of critical thinking. To be effective, it is important that students are supported in responding rather being than led to a right answer or to a specific value, which would be comparable to their making a preferred choice “only when someone is looking, or when the rewards are high enough” (Raths et al., 1978).
The role of the educator is then to facilitate students’ own clarification of their values through a form of critical thinking.
Guide 53: Ethics and Law in the Medical Curriculum
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