The paper presents an exploratory study focused on the development of the professional image in Italy by a group of third year medicine students during their hospital internship. The core research question addresses the following topic: How does the professional representation change in the transition from university to hospital? Two subsequent research questions include: what role do emotions and metaphores play within the communication process involving students and patients (Branch et al., 2001)? Which competencies arise from the students’ reports? And which ones are still lacking? (Ten Cate, Billett, 2014). The paper describes the professional development in the context of an Italian hospital, taking into account the international frameworks and debate on the identification and description of the competences that health professionals are required to meet (CanMEDS; FNOMCEO). The primary focus of the paper is the CanMEDS framework. Developed by the Royal College in the 1990s, it is a framework to define the necessary competencies for all areas of medical practice and provide a comprehensive foundation for medical education and practice. Since its formal adoption by the Royal College in 1996, CanMEDS has become the most widely accepted and applied physician competency framework in the world. The current study is based on its most updated version (2015).
Branch WT, Kern D, Haidet P, Weissmann P, Gracey CF, Mitchell G, et al. (2001) The patient-physician relationship. Teaching the human dimensions of care in clinical settings. J Amer Med Assoc. 286:1067–74. Charon R. (2004) Narrative and medicine. The New England Journal of Medicine. 350,9:862-864, February 26. Ten Cate, O., & Billett, S. (2014). Competency-based medical education: Origins, perspectives and potentialities. Medical Education, 48(3), 325–332.
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