Educator Conceptualizations of Development of Professionalism as a Competency in Oral Health Science Students

Abstract

This study examines educators' conceptualizations of professionalism at the School of Oral Health Sciences, Wits, using semi-structured interviews conducted with participants representing a diverse range of experiences, demographics, educational backgrounds, and academic/clinical exposure, enabling capturing of a comprehensive view of professionalism at this point in time using interdisciplinary perspectives and roles. Thematic analysis using Bernstein’s theory about how knowledge is structured and communicated, appears to favour a restricted code, that is, assumes that educators have shared knowledge and understanding of professionalism. Educators primarily focus on superficial, procedural norms rather than engaging with a deeper, universalistic framework of professionalism that includes ethics and societal responsibility. This reliance on implicit assumptions and unspoken values perpetuates ambiguity in teaching and assessing professionalism, reinforcing rigid power structures and inhibiting critical dialogue. The study highlights the need for explicit curriculum integration of professionalism, supported by specific objectives and measurable outcomes, to address systemic inequalities in education and promote a collaborative approach to professional development.