Remediation Methods for Milestones Related to Interpersonal and Communication Skills and Professionalism

Regan, Linda; Hexom, Braden; Nazario, Steven; Chinai, Sneha A.; Visconti, Annette; Sullivan, Christine

doi:10.4300/jgme-d-15-00060.1

Cited by 28 publications

(31 citation statements)

References 45 publications

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“…[6][7][8] Even when identified, approaches to the remediation of unprofessional behavior can be quite variable. [6][7][8] In an attempt to help residency and fellowship program directors recognize and remediate unprofessional behavior, the Graduate Medical Education Committee of the College of American Pathologists (CAP) held a workshop session at the July 2015 Association of Pathology Chairs (APC), the Pathology Program Directors Section (PRODS), and the Undergraduate Medical Education Section (UMEDS) annual meeting. Following this workshop, a large cohort of residents currently in training was surveyed.…”

mentioning

confidence: 99%

Professionalism in Pathology: A Case-Based Approach as a Potential Educational Tool

Domen¹,

Johnson²,

Conran³

et al. 2016

Archives of Pathology &Amp; Laboratory Medicine

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Context.-Professionalism issues in residency training can be difficult to assess and manage. Generational or rolebased differences may also exist between faculty and residents as to what constitutes unprofessional behavior and how to manage it.Objective.-To examine and compare how faculty and residents would approach the same 5 case scenarios detailing various aspects of unprofessional behavior.Design.-Five case scenarios highlighting various unprofessional behaviors were presented in a workshop at an annual meeting of pathology department chairs, residency program directors, and undergraduate pathology medical educators (ie, pathologists involved in medical student pathology education). The same cases were presented to a cohort of pathology residents currently in training. A standard set of responses were offered to the participants, polling results were collected electronically, and results were compared.Results.-Faculty and residents were fairly consistent within their respective groups. In a subset of cases, faculty were more likely to favor working with the individual in the scenario, whereas resident respondents were more likely to favor either no response or a severe response. Generational or role-based differences were also potentially evident.Conclusions.-Assessing expectations and differences around professionalism for both faculty and residents should be considered as part of any educational and management approach for professionalism. Although a level of generational differences appears to be evident in this study regarding the recognition and management of unprofessional behavior, there was also agreement in some cases. Further exploration into the discrepant responses between faculty and residents may prove useful in developing educational, assessment, and remediation resources.

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mentioning

confidence: 99%

Professionalism in Pathology: A Case-Based Approach as a Potential Educational Tool

Domen¹,

Johnson²,

Conran³

et al. 2016

Archives of Pathology &Amp; Laboratory Medicine

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“…4,5 The remediation methodology, grounded in expertise theory, 6 represents a unique approach to provide remedial training for those who struggle with professionalism. Prior studies on the remediation of unprofessional behavior have focused on describing remediation methods without individual outcomes, 7,8 or as 1 area of deficiency embedded in a larger remediation program. [9][10][11] This study has several limitations.…”

Section: Discussionmentioning

confidence: 99%

Long-Term Outcomes of a Simulation-Based Remediation for Residents and Faculty With Unprofessional Behavior

Guerrasio¹,

Aagaard

2018

Journal of Graduate Medical Education

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Background There are few studies describing remediation for unprofessional behavior in residents and faculty and none that assess the long-term impact of remediation.Objective We implemented a simulation-based personalized remediation program for unprofessional behavior in residents and faculty and collected assessments from participants and referring supervisors.Methods Residents and faculty were referred for unprofessional behaviors, including aggressive, condescending, and argumentative communication styles as well as an inability to read social cues. We had standardized patients recreate the scenarios that triggered the unprofessional behavior. After each scenario, participants reviewed a videotape of their performance, participated in guided self-reflection and feedback, and then iteratively practiced skills. In 2017, about 2 to 4 years after the intervention, we conducted structured phenomenological qualitative interviews until thematic saturation was reached. Transcripts were analyzed inductively for themes by 2 reviewers (J.G. and research assistant).Results Requests for interviews were sent to 16 residents, 8 faculty members, and 24 supervisors, including program directors. Nine remediation participants (38%) and 19 referring supervisors (79%) were interviewed. Sixteen supervisors reported no recurrence of unprofessional behavior in participants 2 to 4 years after the intervention, and participants identified behavioral strategies to reduce unprofessional behavior. Participants and respective supervisors reported similar themes of behavior changes that resulted in improved professional interaction with others.Conclusions A simulation-based personalized remediation program for unprofessional behavior, where faculty and residents practice behaviors with guided feedback, can lead to sustained positive behavior change in participants.

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“…Then, discuss his or her unprofessional behaviors (controllable factors) in terms of how he or she may hinder achieving those goals. At that point, specific methods to alter negative behaviors are discussed, including formal psychological counseling, monitoring with periodic feedback, or individual study plans (e.g., reading professionalism literature, preparing professional development self‐reflection essays) . If appropriate, the individual providing the remedial feedback can also suggest extreme consequences (e.g., probation at or expulsion from training, loss of institutional privileges, or reporting to the medical board) of continued adverse behavior.…”

Section: Professionalism: Teaching and Counselingmentioning

confidence: 99%

Talking About Professionalism Through the Lens of Professional Identity

Iserson

2018

AEM Education and Training

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Professionalism is one of the Accreditation Council for Graduate Medical Education's (ACGME) Core Competencies, but the breadth of its content often makes this a difficult topic, both in remedial counseling and when presenting the topic to medical trainees and practicing clinicians. Physician professionalism encompasses both clinical competence and the virtues that comprise the physician's social contract. This difficult subject may best be approached tangentially, through the lens of professional identity. Professional identity describes clinicians' affinity for, acculturation into, and identification with the practice of medicine. One method to highlight the benefits that individuals accrue by adopting professionalism's elements is to pose questions that optimize listeners' self-reflection about their lives and aspirations-in essence, their professional identity. Discussing professionalism this way often yields in-depth discussions of how trainees believe their professional identity was formed and will impact their long-term goals. Both in teaching and in counseling, educators can frame their discussions using professionalism and professional identity's overlapping and reinforcing elements to show listeners how to advance their personal and professional goals and avoid the short-and long-term consequences of unprofessional behavior. To engage the audience, educators and supervisors can emphasize how adhering to the elements of professionalism may determine their career opportunities, the professional respect they receive, and their career fulfillment and, ultimately, longevity. In this way, educators can better guide trainees and clinicians to understand their personal reasons for acting professionally, that is, doing the right thing, at the right time, in the right way, and for the right reason.

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Remediation Methods for Milestones Related to Interpersonal and Communication Skills and Professionalism

Cited by 28 publications

References 45 publications

Professionalism in Pathology: A Case-Based Approach as a Potential Educational Tool

Professionalism in Pathology: A Case-Based Approach as a Potential Educational Tool

Long-Term Outcomes of a Simulation-Based Remediation for Residents and Faculty With Unprofessional Behavior

Talking About Professionalism Through the Lens of Professional Identity

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