Professionalism Education: The Medical Student Response

Leo, Troy; Eagen, Kellene

doi:10.1353/pbm.0.0058

Cited by 47 publications

(13 citation statements)

References 12 publications

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“…This is also the perception of students across the country regarding their own programs [19] as the AAMC Canadian Medical School Graduation Questionnaire which is conducted across Canada at completion of medical school, found that 24% of all students (and 30% at the University of Ottawa) found the curriculum excessive. Leo and Eagen have studied why students “cringe” and feel patronized when the topic of professionalism is discussed in their curriculum [20]. They emphasize that to foster credibility, programs must promote and adhere to the same principles at all levels of training and position.…”

Section: Discussionmentioning

confidence: 99%

“…It is vital that all those who serve as role models are aware of the fundamental principles and challenges in attaining and maintaining excellence in professionalism competency. As the teachers and role models within our self-regulated profession it is our duty to take ownership of the task of developing the professionalism of our students, before someone else does [20]. …”

Section: Discussionmentioning

confidence: 99%

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Wanted: role models - medical students’ perceptions of professionalism

et al. 2012

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BackgroundTransformation of medical students to become medical professionals is a core competency required for physicians in the 21st century. Role modeling was traditionally the key method of transmitting this skill. Medical schools are developing medical curricula which are explicit in ensuring students develop the professional competency and understand the values and attributes of this role. The purpose of this study was to determine student perception of professionalism at the University of Ottawa and gain insights for improvement in promotion of professionalism in undergraduate medical education.MethodsSurvey on student perception of professionalism in general, the curriculum and learning environment at the University of Ottawa, and the perception of student behaviors, was developed by faculty and students and sent electronically to all University of Ottawa medical students. The survey included both quantitative items including an adapted Pritzker list and qualitative responses to eight open ended questions on professionalism at the Faculty of Medicine, University of Ottawa. All analyses were performed using SAS version 9.1 (SAS Institute Inc. Cary, NC, USA). Chi-square and Fischer’s exact test (for cell count less than 5) were used to derive p-values for categorical variables by level of student learning.ResultsThe response rate was 45.6% (255 of 559 students) for all four years of the curriculum. 63% of the responses were from students in years 1 and 2 (preclerkship). Students identified role modeling as the single most important aspect of professionalism. The strongest curricular recommendations included faculty-led case scenario sessions, enhancing interprofessional interactions and the creation of special awards to staff and students to “celebrate” professionalism. Current evaluation systems were considered least effective. The importance of role modeling and information on how to report lapses and breaches was highlighted in the answers to the open ended questions.ConclusionsStudents identify the need for strong positive role models in their learning environment, and for effective evaluation of the professionalism of students and teachers. Medical school leaders must facilitate development of these components within the MD education and faculty development programs as well as in clinical milieus where student learning occurs.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Wanted: role models - medical students’ perceptions of professionalism

et al. 2012

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“…One explanation is professionalism fatigue, a pushback reaction to the recent focus in the past two decades on attempting to teach and assess professionalism [49]. Students can recognize unprofessional behaviors exhibited by faculty and physicians and are therefore more critical of the attempts to be punished for their own lapses in professionalism [21].…”

Section: Reviewmentioning

confidence: 99%

“…Students are coming to view professionalism as an “external and imposed construct,” an act they can switch on or off in order to pass testing standards such as objective structured clinical examination (OSCE’s) or under the surveillance of an attending, rather than being encouraged to instill and demonstrate the morals constituting medical professionalism [22,46]. When professionalism assessments are presented as a numerical value, with positive or negative feedback provided based on a Likert-scale, an obvious tendency is to study to achieve a high score and creating the persona of professionalism [49]. Emphasis is not being placed on the importance of these core values that will have on clinical performance and patient safety once students enter clerkship years and even into their careers.…”

Section: Reviewmentioning

confidence: 99%

Current Practices in Assessing Professionalism in United States and Canadian Allopathic Medical Students and Residents

Nittur

Kibble

2017

Cureus

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Professionalism is a critically important competency that must be evaluated in medical trainees but is a complex construct that is hard to assess. A systematic review was undertaken to give insight into the current best practices for assessment of professionalism in medical trainees and to identify new research priorities in the field. A search was conducted on PubMed for behavioral assessments of medical students and residents among the United States and Canadian allopathic schools in the last 15 years. An initial search yielded 594 results, 28 of which met our inclusion criteria. Our analysis indicated that there are robust generic definitions of the major attributes of medical professionalism. The most commonly used assessment tools are survey instruments that use Likert scales tied to attributes of professionalism. While significant progress has been made in this field in recent years, several opportunities for system-wide improvement were identified that require further research. These include a paucity of information about assessment reliability, the need for rater training, a need to better define competency in professionalism according to learner level (preclinical, clerkship, resident etc.) and ways to remediate lapses in professionalism. Student acceptance of assessment of professionalism may be increased if assessment tools are shifted to better incorporate feedback. Tackling the impact of the hidden curriculum in which students may observe lapses in professionalism by faculty and other health care providers is another priority for further study.

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“…Community-Based Participatory Research may present alternative solutions (Belone et al, 2015; Israel et al, 2008; Montoya & Kent, 2011). Others may arise out of efforts to analyze how education, socialization, and outright manipulation are persuasive forces in personal and professional identity formation (Leo & Eagen, 2008). As well, cataclysmic changes have previously prompted consideration of how to find common ground; it may well be time to revisit their effects anew (Klein, 2014).…”

Section: Further Reflectionsmentioning

confidence: 99%

Building Power Between Polarities

Ventres

2015

Qual Health Res

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In this article, I introduce the concept of the space-in-between. This space-in-between is born of the realization that, between the expression of any two polarities (across dimensions such as emotion, thought, geography, and ideology), there exists a philosophical construct useful for framing thinking about practice, research, and managerial relationships in the health professions. Out of this construct emerge practical considerations useful for structuring the conduct of meaningful interpersonal and intercultural interactions. I describe how the idea of a space-in-between developed out of my medical practice, grew as a result of my experiences in international environments. and has found fulfillment in my ongoing work. I explore the application of a space-in-between in public health, medical anthropology, medical ethics, and global health. I review how, as a result of incorporating this space in their daily work, clinicians, educators, researchers, and managers can grow as leaders by sharing the presence that arises from the space-in-between them and the people in the communities they serve.

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Professionalism Education: The Medical Student Response

Abstract: We present the medical students' perspective on the hotly contested topic of professionalism in medical education and explore why students are often hostile to education in professionalism. We then suggest ways to improve professionalism education in the medical curriculum.

Cited by 47 publications

References 12 publications

Wanted: role models - medical students’ perceptions of professionalism

Wanted: role models - medical students’ perceptions of professionalism

Current Practices in Assessing Professionalism in United States and Canadian Allopathic Medical Students and Residents

Building Power Between Polarities

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