Professionalism beyond medical school: An educational continuum? (original) (raw)
Related papers
Anesthesia & Analgesia, 2009
is one of the core competencies to be taught and evaluated during residency. A review of the literature suggests that professionalism is not completely understood or practiced. The teaching of professionalism has been incorporated into the educational programs for residents. However, residents learn from two curriculums: the stated curriculum and a hidden curriculum. The hidden curriculum represents the actions observed by the resident of the faculty in the hospital. The impact of this hidden curriculum upon professional behavior by the resident is significant. Due to the hidden curriculum, a possible means of improving professionalism involves the development of a program for faculty. This program must include not only topics but time for personal reflection of one's knowledge and actions. Self-reflection allows for the development of a true understanding and practice of professionalism and may improve professional behavior.
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: 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.
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 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 medical residency programs: a scoping review protocol
Background: Professionalism is a core competency of medical residents in residency programs. Unprofessional behavior has a negative influence on patient safety, quality of care, and interpersonal relationships. The objective of this scoping review is to map the range of teaching methods of professionalism in medical residency programs (in all specialties and in any setting, whether in secondary, primary, or community care settings). For doing so, all articles which are written in English in any country, regardless of their research design and regardless of the residents' gender, year of study, and ethnic group will be reviewed. Methods: This proposed scoping review will be directed in agreement with the methodology of the Joanna Briggs Institute for scoping reviews. The six steps of Arksey and O'Malley methodological framework for conducting scoping reviews, updated by Levac et al. (Implement. Sci. 5(1): 69, 2010) will be followed. The findings from this study will be merged with those of the previous Best Evidence Medical Education (BEME) systematic review. All published and unpublished studies from 1980 until the end of 2019 will be reviewed, and the previous BEME review will be updated by the findings of the articles from the beginning of 2010 until the end of 2019. All research designs and all credible evidence will be included in this review. Conclusions: Conducting this scoping review will map the teaching methods of professionalism and will provide an inclusive evidence base to help the medical teachers in the choosing for proper teaching methods for use in their teaching practice. Systematic review registration: Not registered.
Perceptions of professionalism in medicine: a qualitative study
Medical Education, 2006
PURPOSE Current guidelines for medical undergraduate education require students to develop appropriate attitudes towards professionalism. As much of the literature defines professionalism in vague terms) altruism, humanism, excellence) few studies have operationalised medical professionalism. This study aims to describe the views and experiences individuals have about medical professionalism to provide a more comprehensive understanding of medical professionalism. METHODS An interview study of medical educators, medical students, doctors, allied health professionals and lay professionals was employed to assess views and experiences of professionalism in medicine. Thematic content analysis was applied to the resulting transcripts; the data were managed by NUD*IST software. RESULTS Twenty-three people participated. Two types of examples about professionalism were provided: conceptual (honest, trustworthy, competent); behavioural (communicating effectively, treating patients equally, working in teams). Seven themes were elicited from the data: compliance to values, patient access, doctor-patient relationship, demeanour, professional management, personal awareness and motivation. CONCLUSION The study provided a description of views about medical professionalism. These data allowed for a more thorough conceptualisation which should be used to inform measures of medical professionalism in order to improve the validity of assessments of medical students' attitudes.
Professionalism in the Training of Medical Specialists: an Integrative Literature Review
Revista Brasileira de Educação Médica, 2019
Introduction The construct professionalism is increasingly being recognized as an important component of medical education; fundamental to the physician’s role in society Objective: To group in a concise and systemized way the information available in scientific productions on the concept of medical professionalism and its applications in medical residency programs. Methods A total of 85 articles were found in 2018, of which 13 were excluded for duplication using the Mendeley platform. Of the 72 remaining articles, 35 were excluded for not answering the research question. Of the 37 articles selected for reading of the abstract, eight were not available, leaving 29 articles. After reading all articles for the final selection, 11 articles were excluded. Six papers did not fulfill the goals of the research, and five were opinion articles. Results The production included 18 articles, from which analysis emerged three thematic categories: (a) professionalism: multidimensional construct; ...
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.
2020
I would like to acknowledge my thesis advisor, and mentor, Dr. Debrah Wirtzfeld. Without your passion and dedication for positive change, and without your encouragement and support, this project would not exist. Thank you for believing in me. I would also like to thank Margaret Shiels for your invaluable administrative support throughout this entire project. I would like to acknowledge the unwavering support and encouragement of my family, and especially my husband, and son. You have been my greatest cheerleaders and this accomplishment would not have been possible without your support or your sacrifice. And finally, I would like to thank my Father. Your steadfast kindness to me is unfathomable. From you and through you and to you are all things. Results: With the administration of a Professionalism Education Program (PEP), selfperceptions of professionalism showed significant improvement in the area of Social Responsibility, and trends towards significant improvement in several other core components of professionalism. There were also improvements in self-awareness as it related to professionalism. This self-awareness lead to a self-perceived improvement in professional behaviour. History and Evolution of Professionalism in Medicine The origins of the medical profession, along with law and the clergy, began in medieval times and gave rise to our modern-day social contract. 9 This social contract includes the premises that 1) non-members are unable to practice, 2) the profession is self-regulated (who is permitted to enter the profession, length of training, and evaluation is decided upon by the profession), and 3) cooperation with governmental agencies is necessary for the purpose of monitoring.10 This social contract creates the basis for the fiduciary relationship between the medical profession and society, and is the foundation of trust, between the profession and society, and between caregiver and patient. Established in 1847, the American Medical Association (AMA) set as its primary goal raising ethical standards in the medical field.11 In 1876, the Association of American Medical Colleges (AAMC) was formed to restructure medical education and influence standards and codes of ethics for medical schools, residency programs, medical boards, and other areas of healthcare. The Flexner report and the subsequent restructuring of medical training in 1910, marshalled the first wave of "medical professionalism" and the recognition that explicit acknowledgment and education in professionalism was imperative.12 Between 1942 and 1981, multiple committees and working groups were initiated to continue to discuss and coordinate changes to professional standards and medical education. Since the mid 1980's, there has been a shift and an ongoing commitment to advance the principles of professionalism in the context of medicine.13 14 The AMA and AAMC have now recognized the importance of fostering and evaluating professionalism in physicians in training and in practice.15 16 The AAMC Medical School Objectives Project urges medical schools to teach these skills.17 The Accreditation Council for Graduate Medical Education (ACGME) defined these skills as core competencies that programs must include and evaluate in their training programs.18 The American Board of Internal Medicine (ABIM) has included an evaluation of communication skills and professionalism in the recertification process of practicing physicians.19 Finally, the Royal College of Physicians and Surgeons of Canada (RCPSC) has now included 'Professional' in their CanMEDS teaching.20