The Professionalism Movement: Behaviors Are the Key to Progress (original) (raw)
Related papers
Integrating professionalism into the curriculum: AMEE Guide No. 61
Medical Teacher, 2012
Professional values and behaviours are intrinsic to all medical practice, yet remain one of the most difficult subjects to integrate explicitly into a curriculum. Professionalism for the twenty-first century raises challenges not only to adapting the course to changing societal values but also for instilling skills of ongoing self-directed continuous development in trainees for future revalidation. This Guide is based on the contemporary available literature and focuses on instilling Professionalism positively into both undergraduate and postgraduate training deliberately avoiding the more negative aspects of Fitness to Practise. The literature on Professionalism is extensive. An evidence-based approach has been taken throughout. We have selected only some of the available publications to offer practical advice. Comprehensive reviews are available elsewhere (van Mook et al. 2009a-g). This Guide takes a structured stepwise approach and sequentially addresses: (i) agreeing an institutional definition, (ii) structuring the curriculum to integrate learning across all years, (iii) suggesting learning models, (iv) harnessing the impact of the formal, informal and hidden curricula and (v) assessing the learning. Finally, a few well-evaluated case studies for both teaching and assessment have been selected to illustrate our recommendations.
The challenge of teaching professionalism
Annals of the Academy of Medicine, Singapore, 2004
The medical profession has been conscious of all the changes happening in society in the last quarter of the 20th century and has tried to cope with it. Numerous criticisms about the profession and its professionals have stimulated a revision of the professional's behaviour and professionalism. The Royal College of Physicians and Surgeons of Canada has launched its own proposal under the name of CanMEDS 2000. Among the revised roles and competences one find professionalism. This theme is at the heart of our profession since the early days of the 20th century when medicine became a modern profession. Responsibility for the patient remains fundamental for any doctor but, today, society expects more accountability from the medical profession. We have the obligation to educate our residents not only for healing and caring of patients but also for active participation in managing the healthcare system. In this paper, we examine this renewed post-modern professionalism. My intention i...
Professionalism education should reflect reality: findings from three health professions
Medical Education, 2014
Despite a growing and influential literature, 'professionalism' remains conceptually unclear. A recent review identified three discourses of professionalism in the literature: individual, interpersonal and societal-institutional. While all have credibility and empirical support, there are tensions between them. This paper considers how these discourses reflect the views of professionalism expressed by students and educator-practitioners in three healthcare professions, and their implications for education.
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 and learning professional behavior in practice
European Journal of Internal Medicine, 2009
This paper is the fourth article in a series on Professionalism and provides an overview of current methods used for teaching and learning about professionalism. The questions "whether" and "how" professionalism can be placed in the formal medical school curricula are addressed, and the informal learning related to professionalism reviewed.
Journal of Medical Regulation, 2021
alism describes Professionalism as "the foundation of the social contract for medicine." 5,6 It is for this reason that medical societies do not define professionalism intrinsically but offer "lists of attributes and behaviors associated with professionalism" or that "manifest" it. 1 Second, professionalism does not exist as such; rather, what we find in the world are individuals engaged in professional activities. The transition from abstract idea to existing reality occurs only by means of professional activities, which are situation-specific and particular. Thus, professionalism in medicine can apply to clinicians at any phase of training (learner, residents, fellows, physicians, and other health care professionals) and across diverse contexts. Third, the movement from professionalism as an abstract concept to engaging in concrete professional activities entails a simultaneous movement toward defining a professional identity. Here professional identity refers to "clinicians' affinity for, acculturation into, and identification with the practice of medicine." 7,8 Professional activities become the indirect medium by which students transform from laypersons to medical professionals who personally bear and manifest the "roles, responsibilities, values, and ethical standards" of the medical profession. 8,9 Historical Trends in Teaching Professionalism Historically, ever since William Osler's revolutionary vision from 1903 to transform patients' bedsides into classrooms, 10 medical traineeship under clinician-educators was the primary pathway for learners' acculturation of professionalism. Implicit role-modeling and the professoriate of bedside teaching became the standard method of transmitting this skill for nearly a century. 11 This pedagogical method leaves the abstract aspect largely unformalized, emphasizing the practical aspects of professionalism. Efforts to distinguish between formal (e.g., manifest, conscious, deliberate) and informal (e.g., latent, unconscious, unintended) aspects of educational practices gained currency in the 1960s and 1970s and provided new resources for analyzing the complex mix of cultural, social and educational influence. 12,13
Developing and evaluating professionalism
Medical Teacher, 2006
Professional behaviour, being one of the domains of professionalism, is an area of medical education that has long been of concern to medical educators. At Hacettepe University, our main goal is to have students become conscious of professional identity, values, responsibilities and the physician-patient relationship. We welcome our new students with an openning ceremony on their first day and two months later, the students start the course called ''Health-Illness Concepts and Medical Professional Identity''. Students are expected to discuss the subjects given to them as scenarios or arguments. The aim of our study is to determine whether the course leads to a positive change in students' attitudes, indicating the attainment of those attributes that reflect professionalism. On the first and the last days of the course, a questionnaire was delivered to the students. Any positive change in preferences between the two questionnaires is identified as an achievement of that attribute. As a result we found that in all of the seven attributes there were positive changes in the students' attitudes. Positive changes varied from 48% to 84% and all were statistically significant. Using more interactive techniques helped the students to make larger percentage changes in their awareness of these professional attributes.
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.
Professionalism Viewpoint: Learning Professionalism: A View from the Trenches
The authors, medical students immersed in learning professionalism, observe that most of the professionalism literature misses the mark. Their views on professionalism education, although not the result of qualitative research, were gained from four years of conversations with students from a dozen medical schools, plus online student discussions, focus groups, and meetings with supervisors from five schools.