Professing Professionalism: Are We Our Own Worst Enemy? Faculty Membersʼ Experiences of Teaching and Evaluating Professionalism in Medical Education at One School

Bryden, Pier; Ginsburg, Shiphra; Kurabi, Bochra; Ahmed, Najma

doi:10.1097/acm.0b013e3181ce64ae

Cited by 78 publications

(70 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Bryden et al recruited clinical faculty involved in medical education to explore their knowledge and attitudes regarding the teaching and evaluation of professionalism. 31 All faculty expressed the perception that role modelling was the dominant teaching tool in this area. However, they acknowledged that the process of teaching and evaluating professionalism posed challenges for them-it identified their own lapses in professionalism and their sense of powerlessness.…”

Section: Strategies For Teaching and Modelling Professional Behaviourmentioning

confidence: 99%

Physician professional behaviour affects outcomes: A framework for teaching professionalism during anesthesia residency

Bahaziq

Crosby

2011

Can J Anesth/J Can Anesth

View full text Add to dashboard Cite

Purpose In this review, we examine the association between physician professional behaviour and indicators measuring patient outcomes and satisfaction with care as well the potential for complaints, discipline, and litigation against physicians. We also review issues related to the structured teaching of professionalism to anesthesia residents, including resident evaluation. Source A search of the OVID Medline and PubMed databases was carried out using keywords relevant to the topics under consideration. Program directors of Canadian anesthesiology training programs were also surveyed to assess the current state of professionalism training and evaluation in their programs. Principal findings Unprofessional behaviour is frequently manifested in practice by medical students, residents, and physicians, and it is associated with personality characteristics that are evident early in training. There is a correlation between unprofessional physician behaviours and patient dissatisfaction, complaints, and lawsuits as well as adverse outcomes of care. Physician health and workplace relationships are negatively impacted by such behaviours. Canadian program directors recognize the need to approach the teaching of professionalism in an organized fashion during physician training. Conclusions A framework is provided for defining behavioural expectations, and mechanisms are offered for teaching and evaluating behaviours and responding to individuals with behaviours that persistently breach defined expectations. There is a need to define explicitly not only the expectations for behaviour but also the processes by which the behaviours will be assessed and documented. In addition, emphasis is placed on the nature, order, and magnitude of the responses to behaviours that do not meet expectations.

show abstract

Section: Strategies For Teaching and Modelling Professional Behaviourmentioning

confidence: 99%

Physician professional behaviour affects outcomes: A framework for teaching professionalism during anesthesia residency

Bahaziq

Crosby

2011

Can J Anesth/J Can Anesth

View full text Add to dashboard Cite

show abstract

“…15 Our data show that many program directors do not consider themselves successful at fulfilling the professionalism competency.…”

Section: Discussionmentioning

confidence: 71%

Education in Professionalism: Results from a Survey of Pediatric Residency Program Directors

Kesselheim¹,

Sectish²,

Joffe³

2012

Journal of Graduate Medical Education

View full text Add to dashboard Cite

Background The Accreditation Council for Graduate Medical Education (ACGME) requires pediatric residency programs to teach professionalism but does not provide concrete guidance for fulfilling these requirements. Individual programs, therefore, adopt their own methods for teaching and evaluating professionalism, and published research demonstrating how to satisfy the ACGME professionalism requirement is lacking. Methods We surveyed pediatric residency program directors in 2008 to explore the establishment of expectations for professional conduct, the educational experiences used to foster learning in professionalism, and the evaluation of professionalism. Results Surveys were completed by 96 of 189 program directors (51%). A majority reported that new interns attend a session during which expectations for professionalism are conveyed, either verbally (93%) or in writing (65%). However, most program directors reported that “None or Few” of their residents engaged in multiple educational experiences that could foster learning in professionalism. Despite the identification of professionalism as a core competency, a minority (28%) of programs had a written curriculum in ethics or professionalism. When evaluating professionalism, the most frequently used assessment strategies were rated as “very useful” by only a modest proportion (26%–54%) of respondents. Conclusions Few programs have written curricula in professionalism, and opportunities for experiential learning in professionalism may be limited. In addition, program directors express only moderate satisfaction with current strategies for evaluating professionalism that were available through 2008.

show abstract

“…Forsøk på å beskrive ulike dimensjoner av profesjonell kompetanse har resultert i lange lister med begreper fra «core knowledge» og «procedural skills» til 1. Begrepet lar seg neppe definere presist (Bryden, Ginsburg, Kurabi, & Ahmed, 2010;Burford, Morrow, Rothwell, Carter, & Illing, 2014). En systematisk gjennomgang av litteraturen fra de siste 20 årene viste da også betydelig sprik i hva ulike forfattere legger i medisinsk profesjonalitet (Birden, Glass, Wilson, Harrison, Usherwood, & Nass, 2014).…”

Section: Profesjonalitet Forutsetter Helhetstenkningunclassified

Hvordan kan legestudiet ivareta grunnleggende profesjonelle verdier?

Brodal¹

2016

Uniped

View full text Add to dashboard Cite

Professing Professionalism: Are We Our Own Worst Enemy? Faculty Membersʼ Experiences of Teaching and Evaluating Professionalism in Medical Education at One School

Cited by 78 publications

References 38 publications

Physician professional behaviour affects outcomes: A framework for teaching professionalism during anesthesia residency

Physician professional behaviour affects outcomes: A framework for teaching professionalism during anesthesia residency

Education in Professionalism: Results from a Survey of Pediatric Residency Program Directors

Hvordan kan legestudiet ivareta grunnleggende profesjonelle verdier?

Contact Info

Product

Resources

About