Emergent core values: the student perspective

Summary Background Certain moral and ethical values are expected of doctors, and these values are usually formed and consolidated at medical school. The efficacy of didactic teaching of values such as compassion and empathy has been disputed. Additionally, it is not clear if the values that students actually develop during undergraduate training are concordant with those outlined by national legislative and governing bodies. Method A total of 24 final‐year medical students participated in semi‐structured interviews, which explored the values that they recognise in themselves and in their colleagues. The resultant data were thematically analysed to establish core themes. These themes represent the values that students hold in the highest regard. Results Analysis yielded three overarching themes: personal fortitude, which relates to the nurturing of the inner strength of the trainee; establishment of the ego, which pertains to the developing sense of self as a doctor; and striving for professional maturity, which refers to the cultivation of humane and compassionate care and interpersonal communication. The efficacy of didactic teaching of values such as compassion and empathy has been disputedFindings The moral values that are constructed in undergraduates centre around maintaining personal well‐being, establishing an identity as a medical professional and delivering compassionate care as part of a team. Most values align with those described by professional bodies and educators, but a minority are new findings, and relate to student welfare. Although there are validated assessment tools that measure the trainees’ emotional intelligence and adherence to universally approved values, this study delineates the core principles valued by the students themselves. Understanding these principles grants teachers the opportunity to facilitate personal and professional development, and to foster humane and caring values.