Abstract
This essay reviews some of the issues associated with the challenge of integrating the concepts of medical professionalism into the socialization and identity formation of the undergraduate medical student. A narrative-based approach to the integration of professionalism in medical education proposed by Coulehan (Acad Med 80(10):892–898, 2005) offers an appealing method to accomplish the task in a less didactic format and in a way that promotes more personal growth. In this essay, I review how the Osler Student Societies of the University of Texas Medical Branch developed and how they offer a convenient vehicle to carry out this narrative-based approach to professionalism. Through mentor-modeled professional behavior, opportunities for student self-reflection, the development of narrative skills through reflection on great literature, and opportunities for community service, the Osler Student Societies provide a ready-made narrative-based approach to medical professionalism education.
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Malloy, M.H. The Osler Student Societies of the University of Texas Medical Branch: A Medical Professionalism Translational Tool. HEC Forum 24, 273–278 (2012). https://doi.org/10.1007/s10730-012-9201-1
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DOI: https://doi.org/10.1007/s10730-012-9201-1