The Teaching of Professionalism During Residency: Why It Is Failing and a Suggestion to Improve Its Success

Abstract

Professionalism is one of the core competencies to be taught and evaluated during residency. A review of the literature suggests that professionalism is not completely understood or practiced. The teaching of professionalism has been incorporated into the educational programs for residents. However, residents learn from two curriculums: the stated curriculum and a hidden curriculum. The hidden curriculum represents the actions observed by the resident of the faculty in the hospital. The impact of this hidden curriculum upon professional behavior by the resident is significant. Due to the hidden curriculum, a possible means of improving professionalism involves the development of a program for faculty. This program must include not only topics but time for personal reflection of one's knowledge and actions. Self-reflection allows for the development of a true understanding and practice of professionalism and may improve professional behavior.

Impact of a Video-Based Interactive Workshop on Unprofessional Behaviors Among Internal Medicine Residents

“…Challenges to developing curricula have included finding effective formats, identifying specific behaviors, and measuring meaningful outcomes. [7][8][9][10][11][12][13][14][15] In earlier work, [16][17][18][19] we identified unprofessional behaviors based on surveys of students, postgraduate year 1 (PGY-1) residents, and hospitalists. We found significant rates of participation in certain unprofessional behaviors by PGY-1 internal medicine residents, and that these behaviors worsened over the course of PGY-1.…”

The Implicit Curriculum in Social Work Education: The Culture of Human Interchange

“…This literature examines the impact of messages from teachers and role models about what is acceptable behavior for a physician (Gaiser, 2009). Role models encountered in clinical rotations include attending physicians, clinical instructors, residents, and other health professionals who, by their behavior and comments, socialize and acculturate medical students to attitudes and behaviors associated with professionalism.…”

Competency-based professionalism in anesthesiology: Continuing Professional Development

“…The so-called ''hidden curriculum'' refers to the cultural or environmental practices of the work environment that contradict the policies and teachings of the academic milieu. 25 This phenomenon is considered responsible for the development of cynicism and the regression of empathy among a significant number of learners over the course of their training. Considering the importance of faculty behaviour in the development of professionalism in learners, 3-Avoid discrimination in recruiting practice associates and office personnel.…”

“…Le soi-disant « curriculum caché » fait référence à des pratiques culturelles ou environnementales de l'environnement de travail qui contredisent les règles et l'enseignement du milieu universitaire. 25 On considère que ce phénomène est responsable du développement d'une forme de cynisme et de la régression de l'empathie parmi un nombre significatif d'apprenants au cours de leur formation. Considérant l'importance du comportement des universitaires dans le développement du professionnalisme chez les apprenants, quelques auteurs ont insisté sur le besoin de programmes de développement des universitaires dans le domaine du professionnalisme.…”