Lorraine Hawick, Jennifer Cleland & Simon Kitto
Background: Ambiguity in understanding what “professionalism” means, and uncertainty in how best to teach it, remains. This study aimed to explore experiences of senior faculty in their endeavor to develop and include professionalism within a curriculum reform (CR), and illuminate challenges encountered.
Methods: Using a qualitative case study approach, data were collected from interviews with faculty who were involved in a major CR, plus archived document analysis to provide context, and aid triangulation. Data coding and analysis were inductive, using thematic analysis to generate initial coding scheme; exploring themes in the data.