Health Professional Education

To determine the elements of quality clinical and field placements through the eyes of paramedic instructors. Qualitative study. Two large paramedic services in two countries where the entry to practice qualification for paramedics has been set at the Bachelors degree level. Fifteen purposively selected paramedic instructors were invited to voluntarily participate. The criterion for inclusion was that they had supervised at least one university paramedicine student on a field placement. Recruitment ceased when saturation was reached. Face to face semi-structured interviews were conducted with participants who were asked their views and expectations of paramedicine student clinical and field placements. Inductive thematic analysis of the transcripts was completed using Nvivo software. The elements of quality clinical and field placements from the perspective of paramedic instructors were identified. With no agreed clinical and field placement paramedicine standards in the countries s...

Objective: This study was aimed to explore students' learning response toward feedback during mini-CEX encounter. Methods: This study used a phenomenological approach to identify the students' experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). Results: Feedback content and the way of providing feedback on mini-CEX stimulated students' internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students' reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students' increased self-efficacy, attitude, knowledge and clinical skill. Conclusions: Feedback content and the way of providing feedback on mini-CEX stimulates the students' internal processes to do a follow-up on feedback. However, another external factor also affects the students' decision on the follow-up actions. The follow-ups result in various learning effects on the students. Feedback given along with summa-tive assessment enhances learning effects on students, as well. It is suggested that supervisors of clinical education are prepared to comprehend every factor influencing feedback on mini CEX to improve the students' learning response.

Aim.-This study focused on issues in the education of type 2 diabetes patients in primary care on Reunion Island which, in a medical context, is broadly similar to metropolitan France, but with a much greater prevalence of diabetes. The aim was to assess the perceptions, training, reported practices and needs of health care providers in the field of patient education in advance of the initiation of a health care management network for diabetic patients. Methods.-A total of 74 physicians and 63 nurses completed a detailed questionnaire comprising 52 items divided into six parts: professional activity, initial and postgraduate training, educational practices, objectives of patient education, perceived barriers and prospects for optimization. Results.-Educational activities for patients are almost nonexistent. Information and explanations given during a face-to-face encounter with the physician or nurse that combine technical and caring approaches are the main reasons reported for patient education. The obstacles reported by professionals that need to be overcome are limited available time, patient passivity and inadequate staff training. Practitioners and nurses are poorly taught as regards patient education and self-management of chronic diseases. The suggested improvements include professional acknowledgement, more convenient and available tools and improved postgraduate training. Conclusion.-Patient education in primary care is still mostly an illusion, with many gaps that hinder education for both patients and professionals. The training of health professionals needs to meet the challenge of chronic diseases by integrating aspects from the fields of education and the social sciences.

Background: With current emphasis on leadership in medicine, this study explores Goleman's leadership styles of medical education leaders at different hierarchical levels and gain insight into factors that contribute to the appropriateness of practices. Methods: Forty two leaders (28 first-level with limited formal authority, eight middle-level with wider program responsibility and six senior-level with higher organizational authority) rank ordered their preferred Goleman's styles and provided comments. Eight additional senior leaders were interviewed in-depth. Differences in ranked styles within groups were determined by Friedman tests and Wilcoxon tests. Based upon style descriptions, confirmatory template analysis was used to identify Goleman's styles for each interviewed participant. Content analysis was used to identify themes that affected leadership styles. Results: There were differences in the repertoire and preferred styles at different leadership levels. As a group, first-level leaders preferred democratic, middle-level used coaching while the senior leaders did not have one preferred style and used multiple styles. Women and men preferred democratic and coaching styles respectively. The varied use of styles reflected leadership conceptualizations, leader accountabilities, contextual adaptations, the situation and its evolution, leaders' awareness of how they themselves were situated, and personal preferences and discomfort with styles. The not uncommon use of pace-setting and commanding styles by senior leaders, who were interviewed, was linked to working with physicians and delivering quickly on outcomes. Conclusions: Leaders at different levels in medical education draw from a repertoire of styles. Leadership development should incorporate learning of different leadership styles, especially at first-and mid-level positions.

This article describes the emergence of the American Interprofessional Health Collaborative to rebuild capacity for interprofessional education and care in the U.S. through an inclusive, evidence-based and open exchange of information and resources. Also described are the historical context and the national and international climate for its emergence.

Background: Maternal mortality ratio in Pakistan remains high at 276 per 100000 live births (175 in the urban areas and 319 in rural) with a mother dying as a result of giving birth every 20 minutes. Despite the intervening years since the Safe Motherhood Initiative launch and the Millennium Development Goals (MDGs), there have been few improvements in MDGs 4 and 5 in Pakistan. A key underlying reason is that only 39% of the births are attended by skilled birth attendants. Pakistan, like many other developing countries has been struggling to make improvements in maternal and neonatal health, amongst other measures, which include a nationwide health infrastructure network. Recently, government of Pakistan revised its maternal and newborn health program and introduced a new cadre of community based birth attendants, called community midwives (CMW), trained to conduct home-based deliveries. There is limited research available on field experiences of community midwives as maternal health care providers. Formative research was designed and conducted in a rural district of Pakistan with the objective of exploring role of CMWs as home based skilled service providers and the challenges they face in provision of skilled maternal care.

Background: Physical activity can be expressed as a public health factor or determinant (personal, social and environmental) that relates to human movementskillsof the musculoskeletal systemsthat requires the intake and expenditureof kilocalories for improvedwellness and healthy lifestyle, which prevents and minimizes cardiovascular related diseases, mortality and morbidity amongst college students. This study onlyaimed at scoring the measured and evaluatedfactors undermotivational level ofcollege students’ in physical activity: a concern for public health education. Methods: Behavioural Regulation in Exercise Questionnaire (BREQ), Motives for Physical Activity Questionnaire (MPAQ), Decisional Balance Scale Questionnaire (DBSQ) and Physical Exercise Self-Efficacy Scale Questionnaire (PESESQ) were adopted as survey instruments. The variables were analyzed using IBM SPSSv.23 Statistics, with sampled participants of (N=500); mean and standard deviation (M±SD) age of (28.5±9.5) with a r...

In the UK the government is committed to major expenditure on IT infrastructure and systems (electronic records, booking and prescribing) between now and 2008. It is acknowledged that with a projected expenditure of £11.6 billion, the NHS is embarking on a very high-risk project. These pending developments pose big challenges for those involved in Health Informatics education. One concern is whether NHS staff and those currently in training will be ready, willing and able to use new ICT systems in ways which benefit patients. This paper reports on the outcomes of a national survey and three case studies of acute hospitals investigating Health Informatics education, training and development provision for clinicians and health service managers. This work was funded by the Department of Health and the final report was submitted in July 2002. Our evidence suggests that we are some way from integrating Health Informatics into the curriculum. The paper identifies the factors which are holding back progress and outlines steps which need to be taken to ensure education and training keep pace with the planned roll-out of technology into both the acute sector and primary care trusts.

Female Mutilation: The truth behind the horrifying global practice of female genital mutilation (New Holland Publishers, 2016) comprises 70+ ‘narratives’ from survivors, family and community members, activists and professionals in two dozen countries, five continents, also with an accompanying website to bring all the contributors together, and a Twitter handle [book available from Amazon.co.uk / Amazon.com, or high street booksellers].

ISBN-10 ‏ : ‎ 1742576079

This study presents a conceptual framework for clinical reasoning by dental students. Using a think-aloud method with six vignettes, the researchers interviewed eighteen dental students from two stages of training about oral health-related problems influenced by biopsychosocial factors. Verbatim transcripts of the interviews were analyzed to identify the processes and strategies of clinical reasoning used by the students to produce treatment plans. The process included 1) rituals to collect information; 2) forward and backward reasoning to generate and test clinical hypotheses; 3) pattern recognition from integrated scripts of knowledge and experience; and 4) decision trees to assess options and outcomes. The process was supplemented by scientific, conditional, collaborative, narrative, ethical, pragmatic, and part-whole reasoning strategies. Senior students showed a keen awareness of the contextual determinants of care and emphasized patients' motivations for treatment. In contrast, junior students focused more on problems associated with individual teeth as they struggled to integrate the information within each vignette. In this article, the processes and strategies for reasoning used by both groups of dental students are abstracted and then illustrated by a model of clinical reasoning that accommodates the complicated contexts in which clinical problems usually arise.

The Transtheoretical Model is an integrative model of behavior change developed in response to increasing theoretical diversity within psychotherapy. Since its conception, the model has been applied to a variety of behavior change contexts such as substance abuse, diet, and exercise.  PURPOSE: to review and summarize the literature relative to applications of the Transtheoretical Model in exercise interventions, and to provide considerations for health professionals while using the Transtheoretical Model in their practice. METHODS: The components of the Transtheoretical Model of behavior change are parsed and analyzed to review their function and role in the model. In addition, the model is reviewed to determine the effectiveness of applying the Transtheoretical Model in conjunction to interventions aimed at increasing physical activity behavior. RESULTS: In general, results support the application of Transtheoretical Model for physical activity behavioral change, but not unconditionally. Beyond highlighting results of studies applying the Transtheoretical Model, implications and considerations for interventions using the models are also detailed.  CONCLUSION: When acknowledging the multidimensional nature of the model, it is important to demonstrate a good understanding of how the various dimensions relate to one another and recognize how these relationships will influence intervention development.

Aim. The aims of this project were to analyze the factors that influence quality and safety of tissues for transplantation and to develop the method to ensure standards of quality and safety in relation to tissue banking as demanded by European Directive 2004/23/EC and its technical annexes. It is organized in 4 Working Groups, the objectives of each one being focused in a specific area. Standards. The Guide of Recommendations for Tissue Banking is structured into 4 parts:

In literature, much attention is spent on (theoretical problems of) the young and developing discipline of the ethics of care itself. In this article however, the attention is focussed on the process of becoming a care ethical practitioner. Grounded in practical experiments and in theoretical considerations, a proposal is formulated and elaborated of five key purposes of the formational process.

This paper describes a one-day workshop format for introducing ethics into the engineering curriculum prepared at the University of Puerto Rico at Mayagüez (UPRM). It responds to the ethics criteria newly integrated into the accreditation process by the Accreditation Board of Engineering and Technology (ABET). It also employs an ethics across the curriculum (EAC) approach; engineers identify the ethical issues, write cases that dramatize these issues, and then develop exercises making use of these cases that are specially tailored to mainstream engineering classes. The different activities and strategies employed in this workshop are set forth. Specific references are made to the cases and exercises developed as a result of these workshops. The paper ends by summarizing the different assessments made of the workshop by addressing the following questions: how did it contribute to the overall ABET effort at UPRM; could other universities benefit from a similar activity; and how did the participants evaluate the workshop?

1. Nurse Educ Today. 2007 Nov;27(8):821-4. Epub 2007 Aug 14. Hearing the voice of people with dementia in professional education. Hope K, Pulsford D, Thompson R, Capstick A, Heyward T. PMID: 17698260 [PubMed - indexed for MEDLINE]. Publication Types: ...

CONTEXT Medical education is as much about the development of a professional identity as it is about knowledge learning. Professional identities are contested and accepted through the synergistic internal-external process of identification that is constituted in and through language and artefacts within specific institutional sites. The ways in which medical students develop their professional identity and subsequently conceptualise their multiple identities has important implications for their own wellbeing, as well as for the relationships they form with fellow workers and patients.

Taboada, BA r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r T he Association of Schools of Public Health has identified "diversity and culture" as 1 of 7 crosscutting competencies that public health students are expected to achieve. This competency is traditionally incorporated into the curriculum through a community service-learning (CSL) component that aims to expose students to racial/ethnic health disparities. However, this model of CSL is problematic because although students are directly engaging with community members, it does not ensure long-term sustainable changes or benefits for the host community. Moreover, academic institutions have developed significant critiques of traditional CSL models where white middle-class students engage with low-income clients and communities of color, potentially reinforcing Eurocentric power and privilege. As such, public health programs require a shift in both pedagogy and curricula that more directly addresses underlying institutional racism in health disparities. Consistent with the principles of public health, a social justice framework is imperative in teaching cultural competency and should facilitate discussion of racial injustice and privilege in the students' own lives. This brief presents an autobiographical personal narrative of my experiences with CSL as a racial/ethnic minority student in a California graduate school of public health. Although autoethnography is inherently limited, this brief highlights my observations of the limitations of the service-learning model to adequately educate students on the intersection of racism and health outcomes. In addition, the brief includes suggestions for creating inclusive curricula that critically examine issues of privilege, oppression, and power dynamics related to race/ethnicity.

In response to increasing demand for more accountability and improved outcomes in the provision of behavioural services, Specialist Education Services (SES) in New Zealand employed the trainer of trainers programme developed by the Institute for Applied Behaviour Analysis (IABA). The goal was to develop a national training team capable of training SES staff to carry out assessments and develop support plans that could meet defined standards. The purpose of this study was to evaluate the outcomes of this trainer of trainers project. The primary methods of evaluation included the pre-post training comparisons of trainees' functional assessments and positive behaviour support plans, against 140 defined criteria. The results of this project indicated that the SES national training team was able to train SES staff to meet the same standards of service delivery as the external IABA trainers. Further, a Periodic Service Review (PSR) system was implemented to insure that service standards could be maintained at a high level. A major conclusion reached in this study was that a trainer of trainer approach appears to be effective in preparing large numbers of educational personnel to meet the increasing demands by schools for professionals to meet a high standard of service delivery.

CONTEXT Integrated longitudinal rural placements are designed to promote favourable student attitudes towards and facilitate return to rural practice upon graduation. We explored the impact of an integrated placement on medical students' attitudes towards rural practice.

Abstract
In recent years increased attention has been focused on listening to the views of children and young people. This study analysed 31 research studies, which were published between 2000 and early 2009, into children and young people’s views of health professionals in England. The findings from the studies were inductively analysed and grouped into seven themes. Children and young people want health professionals to be familiar, accessible and available;to be informed and competent; to provide accessible information;to be a good communicator; to participate in care; to ensure privacy and confidentiality, and to demonstrate acceptance and empathy. It is noteworthy that over the nine years many studies repeated the same broad
messages to health professionals. The findings suggest that although there are examples of good practice, health professionals are sometimes falling short of the standards set by UK health professional bodies.

Keywords
child health, health services research, multi-professional, nurse–child interaction, research dissemination

We tend to make daily judgments based on what is seen and heard. Physical educators and coaches are not given a free pass when it comes to being judged. Although we, as physical educators and coaches, may be primarily assessed on how effective or successful our students or athletes are, we can also be evaluated through other measures such as our own health and fitness. Therefore, not only should a physical educator or coach have the skills necessary to improve a student or athlete’s skills, but they must also be able to model other important characteristics that might affect student and athlete outcomes (Baghurst, 2012a).

With Dr.  Brownwen Dalziel (UWS)
An E-Portolio is a digitised collection of artefacts that are compiled by students which can show: student reflections on their learning, present evidence of achieving program outcomes, as electronic records that students can take with them into employment. E-Portfolios can integrate learning across a whole course to show progressive development of graduate attributes and are now increasingly used in medical schools in Australia.


3. Purpose/objectives:
The objective of this session is to discuss the use of portfolios in terms of assessment and share experiences

4. Issues/questions for exploration or ideas for discussion:

1. What are the attributes being assessed by the E-Portfolios?
2. How and when they are assessed longitudinally?
3. What are the challenges for E-Portfolio assessment
4. What support is available from the institutions in implementation of e-portfolios?

Artikkel 1 – Hva slags vitenskapelighet? (9465 ord uten litteraturliste) 1 Teori, empiri, praksis m.fl. – gamle og nye begreper Olav Eikeland Formålet med denne teksten er kort å redegjøre begrepshistorisk og filosofisk for noen sentrale begreper av betydning for diskusjonen om vitenskapelighet i profesjonsdisiplinene og i saerdeleshet for det følgende kapitlet om «Utvidede fagfellesskap og symbiotisk laering» 1. Redegjørelsen gjør det enklere å gi en presis karakteristikk og plassering av forslagene i følgekapitlet. Hervaerende kapittel bygger på forfatterens tidligere arbeider (bl.a. Eikeland 1997, 1998, 2008a, 2008b, 2016a, 2016b) hvor referanser til annen litteratur og historiske kilder er omfattende. Fremstillingen her er derfor forenklet, og bruk av referanser begrenset. De historiske linjene er malt med grov pensel. Innledning For å kunne beskrive og analysere «utvidede fagfellesskap» og «symbiotiske laeringssystemer» i det etterfølgende kapitlet, må moderne begreper og distinksjoner mellom «teori», «praksis», «empiri» og «metodologi» som standarder for hva kunnskap eller vitenskap er, diskuteres, problematiseres og løsnes i sammenføyningene. Også dikotomien mellom «kropp» og «sjel», eller mellom «kropp» og «sinn», må problematiseres. Det samme gjelder for nåtidens dominerende organisering og institusjonalisering av kunnskapsproduksjon basert på bestemte typer arbeidsdeling, saerlig mellom «ånd» og «hånd». Disse distinksjonene og institusjonene stammer verken fra naturen eller høyere makter. De er ikke gitt, men produkter av en bestemt historisk utvikling. Begrepenes og distinksjonenes validitet er heller ikke gitt. Både begreper og arbeidsdelinger står for tiden under press både faglig (innenfra, «validitetsmessig») og samfunnsmessig (utenfra, «relevansmessig»). Mange anerkjente utfordringer, saerlig i samfunns-vitenskapelig metodologi og vitenskapsfilosofi, og dermed også for yrkes-og profesjonsdisiplinene, henger sammen med at disse begrepene, distinksjonene, arbeidsdelingene og rammene de setter, likevel tas for gitt. Språklig presisjon og evnen til å kontekstualisere og dermed relativisere sin egen samtid, roller og praksis krever et historisk utviklet og nyansert 1 Enkelte mener at yrker og profesjoner verken er fag eller disipliner, og at disse betegnelsene bare skal brukes om de etablerte vitenskapene på universitetene som fysikk, kjemi, biologi, psykologi, sosiologi, statsvitenskap, historie osv. Siden yrker og profesjoner hevdes å bruke litt av hvert fra disse, skal de selv ikke kalles verken fag eller disipliner. Universitetsfagene er heller ikke natur-eller gudegitt, men i denne artikkelen godtar jeg «fag» som betegnelse på universitetsinndelingene, mens det er gode grunner til å kalle yrker og profesjoner for nettopp disipliner, siden «disciplina» i utgangspunktet betydde en form for praktisk trening eller opplaering i noe det fantes praktiske regler og systematikk for som satte standarder for utførelse som man kunne vurderes i forhold til. Jfr. Eikeland (2008b) om praxis-interne standarder.

Every profession has a core body of knowledge (BoK) that at the very least, uniquely defines and differentiates that  profession within the crowded global landscape of all professions, particularly those that are closely related in terms of purpose, educational and skill requirements, intended audience or market, and tools and practices. Ultimately, a profession's BoK is what legitimizes the profession as a true "profession" in the U.S., as defined by the U.S. Department of Labor.

This article was originally published in the March, 2008 edition of 'Forum' magazine of the Association Forum of Chicagoland. It was targeted at the stakeholders (professional members, leaders, staff, affiliated vendors, ...) of associations/societies that support a designated profession. Although not specifically targeted at them, this article can also provide food for thought for academic fields, industry associations, and other types of organizations within the tax-designated "not-for-profit/NFP/non-profit" sector. However, many in this sector prefer to call it the "social sector" because the social purpose of the organization is much more important to us than its tax status. It also aligns better with the concept of the NGO - non-government organization, used in Europe and a few other areas.

It can also be employed on a universal scale to differentiate and enhance the potential value and interrelationships of professions or specialties by governmental bodies, educational institutions, businesses, and even the public. A dramatic example of the need for a better differentiator between professions/specialties is the American healthcare system, that almost everyone agrees needs a major overhaul. Obamacare is just a baby step or experiment in this direction. It's still a long way from making sense of all the specialties, providers, practices, technologies, services, fees, funding models ... as one critical key to beginning to solve the dilemma of the world's highest healthcare costs (more than double or triple the costs in comparable countries) delivering very poor results (in terms of public health, when compared to those comparable countries).

Typically the BoK of a profession is viewed from the limited perspective of the association function who leads the association's initial attempt to define the BoK of the profession it supports, as evidenced by the typically narrow focus of that project, for example: credentialing standards, exam content, education curricula, web content, best practices, research findings,.... Without something to connect and guide these perspectives toward a common direction, they are likely to sub-optimize the strategic potential of their profession's BoK. This article presents a different approach to BoK based on a belief that the ultimate strategic potential of BOK emerges out of being envisioned, leveraged, shared, and managed as the most valuable asset of the association and the profession it supports!

For the past more than 50 years, the World Health Organisation has acknowledged through empirical findings that health workers that learn together work together effectively to provide the best care for their patients. This study aimed to: (1) describe the perceived extent of interprofessional education (IPE) experience among Filipino occupational therapists (OTs), physical therapists (PTs), and speech-language-pathologists (SLPs); (2) identify their attitudes towards interprofessional collaboration (IPC); and (3) compare their attitudes towards IPC according to: prior IPE experience, classification of IPE experience, profession, years of practice, and practice setting. Using a cross-sectional survey design, a two-part questionnaire was sent to Filipino OTs, PTs, and SLPs working in the Philippines via an online survey application. The first part of the survey contained eight items of demographic information and the second part contained the 14-item Attitudes Towards Health Care Teams Scale (ATHCTS). Findings revealed that among the Filipino OT, PT and SLP respondents (n = 189), 70.9% had prior experience on IPE. Moreover, the three most commonly used IPE teaching-learning strategies were case discussion (clinical setting), small group discussion, didactics, and case discussion (community setting), while the use of didactics and case discussion (community setting) yielded more agreeable attitudes towards IPC. Among the 14 items in the ATHCTS, 11 were rated with agreeability and three items with neutrality. For professional variables, only the practice setting variable yielded a statistically significant finding confirming those working in the academia to be more agreeable towards IPC compared to other settings. However, years of practice and professional background variables both yielded no statistically significant difference implying no association between years of practice and attitude towards IPC and a homogenous composition among respondents, respectively. The results of this research are to springboard IPE initiatives within Philippine higher education institutions to enable evidence-based IPC approaches in clinical practice.

One of the most important values of a medical practice is the human resource. Therefore, medical offices, smaller or larger, need to have some knowledge about human resource management. We also need to know and observe the development of medical education system because it prepares the professionals with whom we will inherently collaborate. The interest in what happens in medical education should not disappear once we have completed our vocational training. We need to be involved in developing regulations for the acquisition of new skills and the way they can be practiced safely.

If the competency approach seems to be particularly valorised in Canada and in the United States for orienting the practice of health care professionals (HCP) – and in clinical bioethics – material that could provide with a better understanding of the psychological, ontological and philosophical foundations of these competencies seems rather limited in the bioethical literature. The tools that are generally available can be divided into four main categories: 1) official documents (e.g., code of ethics, institutional policies); 2) the main ethical theories (e.g., virtue ethics, theories of justice, principlism); 3) scientific references (e.g., journals, books); 4) decision-making tools. These documents are important for bioethicists and HCPs, but their disparities and even contradictions, coupled with poor knowledge in professional ethics, may be a significant source of confusion in the decision making process and even lead to behaviour that does not meet the ethical standards of HCP. This thesis is an upstream reflection regarding these tools, whose pragmatic character has the disadvantage of simplifying theoretical reflection at the benefit of more concrete evidence useful for practical decision making. This project aims at developing the foundations for a flexible and inclusive model – a model of deontological reflexivity (MDR) – that will: 1) present the main philosophical, psychological, sociological and deontological landmarks characterising ethical issues encountered in practice; 2) understand, from a psychological and developmental perspective, the personal and professional requirements inherent to the status of the health care professional in the current context of health care. A theoretical enterprise, this project primarily consists in relating, in a dynamic manner, a variety of dimensions (legal, ethical, clinical, psychological) at work in complex ethical situations encountered by HCPs and bioethicists, inspired by the concept of ethical sensitivity, the “petite éthique” of Paul Ricoeur (1990), the self theory along with Blasi's Identity modes (Blasi, 1993). The analysis process will consist in three successive phases: 1) a putting into perspective of the bioethicist's and HCPs’ epistemological posture in light of the “petite éthique” of Paul Ricoeur (1990); 2) an interdisciplinary literature review of “ethical sensitivity” in order to propose a definition of the concept and place it into perspective with other ethical competencies; 3) the development of a framework regarding professional ethics iv and identity (professional ethics identity tendencies, PEIT), inspired both by the self theory and Blasi's Identity modes. These PEITs provide a normative benchmark related to the construction of identity in the health care context and suggest some innovative avenues for professional ethics research and education. This research wish to elaborate the theoretical foundations that will be utilised further in the future to develop the model of deontological reflexivity (MDR).