Medical professionalism: implementing intangible skills into the curriculum (original) (raw)
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Recognition of Core Elements of Medical Professionalism among Medical Students and Faculty Members
Oman Medical Journal, 2016
n important feature of the medical profession is to provide compassionate and empathic care to patients. Physicians need up to date knowledge and appropriate skills to provide better patient care. 1 Professionalism is a core quality that needs to be understood and developed as part of becoming a doctor. It brings together many aspects of how a medical student learns about and contributes to the care of patients. A teachers' professional attitude is a role model for learners. Medical educationists and teachers should foster the development of professionalism among learners. Both personal and environmental factors play a role in physician's professionalism. 2 Various factors contribute to professionalism, which may allow the development of more effective approaches to promote this quality in medical students. Medical professionalism forms the basis of the contract between doctors and patients. The General Medical Council's (GMC) publication, Good Medical Practice, outlines the principles of professional behavior for medical students under the categories providing good clinical care, maintaining good medical practice, teaching and training, relationships with patients, working with colleagues, probity, and health. 3 It is mandatory that professionalism is incorporated into the original article
Professionalism in medical education
Teaching and Teacher Education, 2007
Medical professionalism in today's society requires the exhibition of a range of qualities deployed in the service of patients, rather than more traditionally defined aspects such as mastery, autonomy and self-regulation. These qualities incorporate demonstrated clinical competence; aspiring to excellence in practice while demonstrating humility and recognition of personal limitations; exercising professional judgement; and maintaining a fiduciary relationship with patients by the earning and maintenance of trust.
Professionalism as a part of Medical Curriculum: Need of the Hour
Journal of Mahatma Gandhi University of Medical Sciences and Technology
Professionalism in medicine can be viewed as contact between the medical professional and the society. There are no established methods of teaching and valuating professionalism in the traditional medical curriculum. Inculcation of values of medical professionalism requires integration of value and behavior among faculty, non-teaching staff, postgraduate and undergraduate students. Teaching can be enhanced using experimental learning. Various methods include case-based learning, hidden curriculum, role plays, peer-assisted learning. Medical teachers act as role models for students. Assessment should foster an environment for change. There should be an effective feedback and an opportunity for continuous improvement.
Teaching professionalism in medicine: what, why and how?
Sudanese journal of paediatrics, 2014
The increased attention that "medical professionalism" has received lately exposes the deficit in our educational system and indicates the need for more work to be done to ensure an effective teaching and assessment of this competency. The concerted efforts made by many reputable organizations are great steps in the right direction. Nonetheless, many medical schools are still lagging behind. Literature has been clear about the importance of formal teaching in establishing professional behaviors in the medical school graduates; failing in this regard is certain to have unfavorable outcomes. Furthermore, current literature suggests many teaching strategies and assessment tools that can help in achieving this goal. However, many inadequacies are still there. Teaching professionalism requires, in addition to an explicit core curriculum that spans the continuum of medical education, special efforts in terms of imparting the non cognitive skills as well. Respectable role-models ...
Professionalism: a framework to guide medical education
Despite considerable advances in the incorporation of professionalism into the formal curriculum, medical students and residents are too often presented with a mechanical, unreflective version of the topic that fails to convey deeper ethical and humanistic aspirations. Some misunderstandings of professionalism are exacerbated by commonly used assessment tools that focus only on superficially observable behaviour and not on moral values and attitudes.Methods Following a selective literature review, we engaged in philosophical ethical analysis to identify the key precepts associated with professionalism that could best guide the development of an appropriately reflective curriculum.ResultsThe key precepts needed for a robust presentation of professionalism can be grouped under two headings: ‘Professionalism as a trust-generating promise’ (representing commitment to patients’ interests, more than a mere business, a social contract, a public and collective promise, and hard work), and ‘Professionalism as application of virtue to practice’ (based on virtue, deeper attitudes rather than mere behaviour, and requiring of practical wisdom).Conclusions These key precepts help students to avoid many common, unreflective misunderstandings of professionalism, and guide faculty staff and students jointly to address the deeper issues required for successful professional identity formation.
Academic Medicine, 2008
The authors report on an integrated program of teaching, developing, and assessing professionalism as well as managing unprofessional behavior referrals and supporting students through the Personal and Professional Development Committee (PPDC) in the four-year, graduate-entry medical program at ). * MBBS is the title of the medical degree conferred by UQ. † Y4, fourth-year medical students. ‡ Y3, third-year medical students. § Y2, second-year medical students. ¶ Y1, first-year medical students.
Training and learning professionalism in the medical school curriculum: current considerations
European Journal of Internal Medicine, 2009
Recommendations in the literature concerning measures to address the challenges to professionalism have converged on the establishment of an education community, on a structured curriculum dealing with professionalism, on developing programs for role modelling and mentoring, and on attention to the assessment of professional conduct. The interventions in the field of medical education appear central among these efforts, since it is during medical school that the template for professional conduct in medicine is primarily learned. This article attempts to provide a more in-depth discussion of the goals, purposes and current factors influencing teaching and learning professional behaviour in the medical school curriculum and the residency programs.
Professionalism beyond medical school: An educational continuum?
European Journal of Internal Medicine, 2009
Given the changes in society we are experiencing, the increasing focus on patient centred care and acknowledgment that medical education needs to continue not only in the residency programmes but throughout the doctors career, is not surprising. This article describes the attention currently paid to professionalism in the residency programmes, differences in perception of professionalism between patients, faculty, students and residents, differences in professionalism issues in the different educational phases, as well as their consequences for training and assessment regarding professionalism. Continuous medical education in professionalism is thereafter briefly discussed.
Medical Teacher, 2020
The process for introducing and developing a program for teaching medical professionalism at the National University of Singapore, School of Medicine is outlined. Professionalism was recognised as embracing 'honesty and integrity,' 'responsibility and participation,' 'respect and sensitivity,' and 'compassion and empathy.' Those broad values are expressed as specific attitudes and behaviours that are taught and assessed throughout the course. Honesty and integrity, for example, are demonstrated by 'presenting original, authentic assignments' (in medical education); and 'accepting personal mistakes and honestly acknowledging them' (in clinical training and practice). Values and items of behaviour were drawn from the literature, and reviewed and refined to address needs identified within the Medical School. A broad spectrum of pre-clinical and clinical teachers contributed to this development. The program was reassessed to determine the extent to which it has been implemented and has evolved following its adoption. The results are confirming in that: the majority of recommendations have been implemented; the program has developed further; and is supported by ancillary student enrichment activities. Medical professionalism has been given prominence through all phases of the course. Nevertheless, challenges remain and particularly in the extent to which medical professionalism is taught and assessed in various clinical postings.