Resident Perspectives on Professionalism Lack Common Consensus

Cho, Christine S.; Delgado, Eva; Barg, Frances K.; Posner, Jill C.

doi:10.1016/j.annemergmed.2013.07.493

Cited by 20 publications

(32 citation statements)

References 17 publications

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“…Learners are also paying close attention to administrative actions as well, thus educators should be mindful about issues of privacy, the tone and content of electronic communications, and the ability to keep to established deadlines. Since role modeling is cited as the most common and influential source of professionalism education by learners from medical school through fellowship (Byszewski et al 2012;Cho et al 2014;Morihara et al 2013), it provides the most natural starting point for educators to demonstrate how professional behavior should be implemented in every day practice.…”

Section: Model Professional Behavior With Learnersmentioning

confidence: 99%

Twelve tips for addressing medical student and resident physician lapses in professionalism

et al. 2015

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Medical educators have gained significant ground in the practical and scholarly approach to professionalism. When a lapse occurs, thoughtful remediation to address the underlying issue can have a positive impact on medical students and resident physicians, while failure to address lapses, or to do so ineffectively, can have long-term consequences for learners and potentially patients. Despite these high stakes, educators are often hesitant to address lapses in professionalism, possibly due to a lack of time and familiarity with the process. Attention must be paid to generalizable, hands-on recommendations for daily use so that clinicians and administrators feel well equipped to tackle this often difficult yet valuable task. This article reviews the literature related to addressing unprofessional behavior among trainees in medicine and connects it to the shared experience of medical educators at one institution. The framework presented aims to provide practical guidance and empowerment for educators responsible for addressing medical student and resident physician lapses in professionalism.

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Section: Model Professional Behavior With Learnersmentioning

confidence: 99%

Twelve tips for addressing medical student and resident physician lapses in professionalism

et al. 2015

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“…Research study design varied this year with an increased representation (seven studies) of qualitative or mixed-methods methodology. 10,16,22,23,25,37,44 Fourteen studies (33%) employed rigorous experimental or quasi-experimental methodologies, 10,12,15,18,21,24,30,31,34,36,38,41,47,48 including five (71%) of the featured articles. 10,21,30,34,36 Outcome measures in all studies reviewed ranged from learner satisfaction (Kirkpatrick level I) to improved performance (Kirkpatrick level 3).…”

Section: Trends In Medical Education Research In 2013mentioning

confidence: 99%

“…10,15,16,21,24,29,30,33,36,38,39,42,46,47,49,50 Learner competence continued to be a prominent research topic, which was studied in 14 (33%) articles. 13,14,17,18,22,23,25,27,32,35,[43][44][45]50 Pediatric topics continued to be studied at about the same rate as in 2012, with seven (16%) articles. 18,21,25,33,37,40,48 Eleven articles (26%) evaluated learners' procedural competency.…”

Section: Trends In Medical Education Research In 2013mentioning

confidence: 99%

“…13,14,17,18,22,23,25,27,32,35,[43][44][45]50 Pediatric topics continued to be studied at about the same rate as in 2012, with seven (16%) articles. 18,21,25,33,37,40,48 Eleven articles (26%) evaluated learners' procedural competency. 11,12,24,27,32,35,37,39,46,48,49 Communication strategies were studied in three articles, 22,23,25 each of which used a qualitative methodology.…”

Section: Trends In Medical Education Research In 2013mentioning

confidence: 99%

“…18,21,25,33,37,40,48 Eleven articles (26%) evaluated learners' procedural competency. 11,12,24,27,32,35,37,39,46,48,49 Communication strategies were studied in three articles, 22,23,25 each of which used a qualitative methodology. A new topic emerged as a trend this year in six (14%) articles, 11,19,34,37,44,52 in which clinical reasoning strategies were taught or evaluated.…”

Section: Trends In Medical Education Research In 2013mentioning

confidence: 99%

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Critical Appraisal of Emergency Medicine Education Research: The Best Publications of 2013

Farrell

Kuhn

Coates

et al. 2014

Academic Emergency Medicine

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Objectives: The objective was to critically appraise and highlight methodologically superior medical education research articles published in 2013 whose outcomes are pertinent to teaching and education in emergency medicine (EM).Methods: A search of the English-language literature in 2013 querying Education Resources Information Center (ERIC), PsychINFO, PubMed, and Scopus identified 251 EM-related studies using hypothesis-testing or observational investigations of educational interventions. Two reviewers independently screened all of the publications and removed articles using established exclusion criteria. Six reviewers then independently scored the remaining 43 publications using either a qualitative a or quantitative scoring system, based on the research methodology of each article. Each scoring system consisted of nine criteria. Selected criteria were based on accepted educational review literature and chosen a priori. Both scoring systems used parallel scoring metrics and have been used previously within this annual review.Results: Forty-three medical education research papers (37 quantitative and six qualitative studies) met the a priori criteria for inclusion and were reviewed. Six quantitative and one qualitative study were scored and ranked most highly by the reviewers as exemplary and are summarized in this article.Conclusions: This annual critical appraisal article aims to promote superior research in EM-related education, by reviewing and highlighting seven of 43 major education research studies, meeting a priori criteria, and published in 2013. Common methodologic pitfalls in the 2013 papers are noted, and current trends in medical education research in EM are discussed.ACADEMIC EMERGENCY MEDICINE 2014;21:1274-1283 by the Society for Academic Emergency Medicine Q uality, hypothesis-driven education research is necessary to promote evidence-based decisions about effective ways to teach the physicians of tomorrow. Education research has gained increasing support and prominence in emergency medicine (EM) academia, with available grant opportunities from the Society of Academic Emergency Medicine and the Council of Emergency Medicine Residency Directors. Furthermore, the 2012 Academic Emergency Medicine consensus conference focused on the theme "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" to promote a national initiative to advance the field of education research. 1 In this sixth installment of the annual critical appraisal series, the same six reviewers used previously published criteria 2 to critically analyze and rank the EM education research from 2013. The focus of this article is to review and highlight the methodologically superior studies that are pertinent to teaching and education in EM. Trends in EM education research over the past 6 years, as they can be inferred from this review, are summarized. It is METHODS Article IdentificationThe previously described methodology to search for relevant publications was used. 2 Publications...

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Novel Transfer of Care Sign-out Assessment Tool in a Pediatric Emergency Department

Festekjian

Mody

Ziv

et al. 2018

Academic Pediatrics

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Resident Perspectives on Professionalism Lack Common Consensus

Cited by 20 publications

References 17 publications

Twelve tips for addressing medical student and resident physician lapses in professionalism

Twelve tips for addressing medical student and resident physician lapses in professionalism

Critical Appraisal of Emergency Medicine Education Research: The Best Publications of 2013

Novel Transfer of Care Sign-out Assessment Tool in a Pediatric Emergency Department

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