Assessment of professionalism: From where have we come – to where are we going? An update from the Ottawa Consensus Group on the assessment of professionalism

Hodges, Brian; Paul, Robert; Ginsburg, Shiphra; Members, the Ottawa Consensus Group

doi:10.1080/0142159x.2018.1543862

Cited by 55 publications

(61 citation statements)

References 26 publications

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“…A broad variety of instruments assessing professionalism have been published (Bryan et al, 2005;Schubert et al, 2008;Gregory et al, 2009;Camp et al, 2010;Li et al, 2017;Mullikin et al, 2019). However, most of these-like direct observations (e.g., mini clinical examination) or collated views (e.g., multisource feedback)-only apply to a clinical setting (Hodges et al, 2019). Few measures are regularly implemented in preclinical medical education, the most common being a reflective approach (Maudsley and Strivens, 2000b;Sandars, 2009;Mann et al, 2009).…”

Section: Assessment Of Medical Professionalismmentioning

confidence: 99%

An Insight into Professional Identity Formation: Qualitative Analyses of Two Reflection Interventions During the Dissection Course

Shiozawa

Glauben

Banzhaf

et al. 2019

Anatomical Sciences Ed

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The professional behavior of future doctors is increasingly important in medical education. One of the first subjects in the curriculum to address this issue is gross anatomy. The Tuebingen Medical Faculty implemented a learning portfolio and a seminar on medical professionalism during the dissection course. The aims of this research project are to get an overview of how students form a professional identity in the dissection course and to compare the content of both their oral and written reflections on the course. A qualitative analysis was conducted of the oral and written reflections on the dissection laboratory experience. This study was conducted during winter term 2013/2014 with a cohort of 163 participants in the regular dissection course. Written reflection texts (from n = 96 students) and audio recordings from four oral reflection seminar discussions (with n = 11 students) were transcribed and deductively categorized with Mayring's qualitative content analysis method. Both qualitative analyses show that students reflected on many topics relevant to professional development, including empathy, respect, altruism, compassion, teamwork, and self-regulation. Quantitative analysis reveals that students who attended the oral reflection wrote significantly more in their written reflection than students who did not. There is, however, no difference in the reflection categories. Reflection content from students corresponds with categories derived from existing competency frameworks. Both the seminar (oral reflections) and the learning portfolio (written reflections) present excellent opportunities to foster professional development during anatomy education; the key is using them in conjunction with the dissection course. Anat Sci Educ 13: 317-329.

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Section: Assessment Of Medical Professionalismmentioning

confidence: 99%

An Insight into Professional Identity Formation: Qualitative Analyses of Two Reflection Interventions During the Dissection Course

Shiozawa

Glauben

Banzhaf

et al. 2019

Anatomical Sciences Ed

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“…It may be possible to perform triangulation of the results which will increase the value of the information obtained 29. Ideally, repeating the survey in the younger GP group at discrete intervals may help answer the state or trait question and contribute to the longitudinal assessment of professionalism called for by the Ottawa Consensus Group 30…”

Section: Resultsmentioning

confidence: 99%

Professional values and behaviours of younger and older general practitioners in Scotland: a cross-sectional survey

Foster

Bowie

2020

leader

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AimProfessionalism has been linked with improved patient care and reduced complaints. Our goal was to define what, if any, differences exist in the professional values and behaviours of younger general practitioners (GPs), those aged 34 years and under, compared with their older colleagues, those being aged 55 years and over.MethodAn online cross-sectional questionnaire survey of GPs in Scotland was undertaken during 2018 using a modified version of the Nijmegen Professionalism Scale, which comprises 4 domains: professionalism towards patients, towards colleagues, towards society and towards oneself. Descriptive and inferential data analysis was undertaken between responses from both GP groups.Results273 responses were obtained. Of these, 106 respondents were classed as either younger GPs (n=55; 51.9%) or older (n=51; 48.1%). The greatest number of differences were found in the Professional Distance subsection of professionalism towards patients. The greatest single disparity in responses was to distinguish between personal and professional interests in negotiations (p<0.0001). Younger GPs also reported they were less likely to bear the consequences of their own actions (p<0.02) and to be more likely to give others the blame or responsibility (p<0.006). Younger GPs report being less skilled in quality management, being less able to signal suboptimal care (p<0.006) and justify indications for making home visits (p<0.001).ConclusionWhile there were areas of similarity in relation to collaborating with colleagues, reflection on learning and dealing with emotions, differences were identified in relation to the 5 other subsections. Some differences may be explained by lack of exposure and experience, but this may not account for all the differences reported.

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“…Interestingly, in the study by Shukr and Roff [14], 1%-64% of Pakistani medical students admitted having committed 44 of 47 lapses in academic integrity, whereas, in our study, 34% of the respondents indicated that they had either witnessed or committed unprofessional acts. This wide range of variation has been linked to cultural and regional differences in various studies [18]. In one study, Ho et al gathered Taiwanese students' responses to ethical scenarios in five medical practice vignettes.…”

Section: Discussionmentioning

confidence: 99%

Comparison of the Professionalism Behaviours of Medical Students from Four GCC Universities with Single-gender and Co-educational Learning Climates

Al-Qahtani¹,

Guraya²

2019

TONURSJ

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Background: Medical professionalism is a multi-dimensional construct that is viewed differently across institutions. Such variations might be related to diverse cultural and societal characteristics of learners and faculty. Objectives: This study determined whether differences exist between proposed sanctions for a one-time academic integrity infraction associated with unprofessional behaviors. We selected four medical schools with either single-gender or co-educational learning environments in the Gulf Cooperation Council (GCC) countries. Methods: The 34-statement Dundee Polyprofessionalism Inventory I was disseminated to all medical students across years in selected institutions. Descriptive and inferential statistical analyses were conducted, and median scores were used to determine the respondents’ proposed sanctions. Results: Of the 1941 invitees, 1313 students responded (response rate of 68%). Significant similarity, as recorded by median sanction scores was recorded for 21 (62%) of the 34 inventory items from two medical schools. However, significant differences of one level of difference between all the median sanction scores for single-gender and co-educational students were found for 32% of inventory items. In co-educational schools, males were stricter than females for 9% and seniors were stricter than juniors for 12% of the inventory items. In contrast, in single-gender schools, females were stricter than males for only 6% of the inventory and seniors were more lenient than juniors for another 6% of the inventory. Conclusions: This study reports significant congruence and some differences in medical students’ perceptions of unprofessional behaviors. Educators are urged to develop a unified framework for enforcing sanctions to unprofessional behaviors.

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Assessment of professionalism: From where have we come – to where are we going? An update from the Ottawa Consensus Group on the assessment of professionalism

Cited by 55 publications

References 26 publications

An Insight into Professional Identity Formation: Qualitative Analyses of Two Reflection Interventions During the Dissection Course

An Insight into Professional Identity Formation: Qualitative Analyses of Two Reflection Interventions During the Dissection Course

Professional values and behaviours of younger and older general practitioners in Scotland: a cross-sectional survey

Comparison of the Professionalism Behaviours of Medical Students from Four GCC Universities with Single-gender and Co-educational Learning Climates

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