To the Editor: Like Birden and Usherwood, we have struggled with the need to facilitate the learning of professionalism for our medical students.1 We also recognise the importance of using authentic, real-world situations and clinical teachers to inspire meaningful reflection and discussion between students1 and to counterbalance the negative impact of poor role models or unsuccessful clinical experiences that contribute to the hidden curriculum.
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- 1. Birden HH, Usherwood T. “They liked it if you said you cried”: how medical students perceive the teaching of professionalism. Med J Aust 2013; 198: 406-409. <MJA full text>
- 2. Symonds IM, Talley NJ. Can professionalism be taught? Med J Aust 2013; 198: 380-381. <MJA full text>
- 3. Parker LM, Watts LD, Scicluna H. Clinical ethics ward rounds: building on the core curriculum. J Med Ethics 2012; 38: 501-505.
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