Teaching professionalism: general principles

Abstract

There are educational principles that apply to the teaching of professionalism during undergraduate education and postgraduate training. It is axiomatic that there is a single cognitive base that applies with increasing moral force as students enter medical school, progress to residency or registrar training, and enter practice. While parts of this body of knowledge are easier to teach and learn at different stages of an individual's career, it remains a definable whole at all times and should be taught as such. While the principle that self-reflection on theoretical and real issues encountered in the life of a student, resident or practitioner is essential to the acquisition of experiential learning and the incorporation of the values and behaviors of the professional, the opportunities to provide situations where this can take place will change as an individual progresses through the system, as will the sophistication of the level of learning. Teaching the cognitive base of professionalism and providing opportunities for the internalization of its values and behaviors are the cornerstones of the organization of the teaching of professionalism at all levels. Situated learning theory appears to provide practical guidance as to how this may be implemented. While the application of this theory will vary with the type of curriculum, the institutional culture and the resources available, the principles outlined should remain constant.

Professionalism among multicultural medical students in the United Arab Emirates

“…Validated and customized version of Dundee Polyprofessionalism Inventory-1 [9] consisting of 40 general items outlining lapses of professionalism in undergraduate health professions education was used to determine the perceived prevalence and self-reported lapses of academic integrity in this study. Participants had to choose between the options: yes, no, or unsure for 20 questions assessing behavior.…”

Behavioural elements of professionalism: Assessment of a fundamental concept in medical care

“…Professionalism is often cited as an essential part of medical performance and thus of medical training (Arnold 2002;Veloski et al 2005;Cruess 2006;Joyner & Vemulakonda 2007;Tsai et al 2007). However, professionalism has proved difficult to define (Arnold 2002;Lynch et al 2004).…”

Professional Behaviors and Fieldwork: A Curriculum Based Model in Occupational Therapy

“…Self-assessment and reflection is seen as imperative to the integration of educational content and life experiences, increases communication skills, and is best achieved through the use of journals, feedback, and peer group discussion (Zimmerman et al, 2007). Remedial instruction in the academic setting for poor professional behaviors, utilizing methods such as seminars, faculty feedback, counseling, community volunteer work, and student learning contracts have all been observed to be successful ways to address poor professional behaviors in academic preparation (Cruess & Cruess, 2006;Gutman et al, 1998;Ledet et al, 2005;Mason et al, 2014;Randolph, 2003;Scheerer, 2003).…”

“…It is recommended that material is presented throughout the curriculum in a structured approach, learning professional behaviors should be considered a process rather than a fixed construct, and it must be taught and assessed in multiple ways (Brehm et al, 2006;Mason et al, 2014). Teaching methods include role modeling, practice/experience opportunities, small group discussion, reading assignments, formal advisor meetings/mentoring, and lectures (Cruess & Cruess, 2006;Davis, 2009;Finn, Garner, & Sawdon, 2010;Mason et al, 2014). Students should also be educated on emotional intelligence, as understanding emotions and emotional self-management techniques was found to be linked to skills in communication, increased client centeredness, and increased intervention skills (Andonian, 2013;Brown, Williams, & Etherington, 2016).…”