Trust in Residents and Board Examinations: When Sharing Crosses the Boundary

Ruhnke, Gregory W.; Doukas, David J.

doi:10.1016/j.mayocp.2013.02.003

Cited by 11 publications

(11 citation statements)

References 29 publications

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“…Importantly, given recent lapses in some residency programs regarding testing fraud, the ACGME has a requisite expectation that professionalism be part of all resident and faculty member skill and behavior sets. 34,35 These virtues and principles require educators to be engaged in meaningful ongoing relationships with trainees so that they can role model, observe, challenge, share, process, give feedback to, evaluate, and guide each resident on a moral journey of personal development.…”

Section: The Residency Yearsmentioning

confidence: 99%

Transforming Educational Accountability in Medical Ethics and Humanities Education Toward Professionalism

et al. 2015

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Effectively developing professionalism requires a programmatic view on how medical ethics and humanities should be incorporated into an educational continuum that begins in premedical studies, stretches across medical school and residency, and is sustained throughout one's practice. The Project to Rebalance and Integrate Medical Education National Conference on Medical Ethics and Humanities in Medical Education (May 2012) invited representatives from the three major medical education and accreditation organizations to engage with an expert panel of nationally known medical educators in ethics, history, literature, and the visual arts. This article, based on the views of these representatives and their respondents, offers a future-tense account of how professionalism can be incorporated into medical education.The themes that are emphasized herein include the need to respond to four issues. The first theme highlights how ethics and humanities can provide a response to the dissonance that occurs in current health care delivery. The second theme focuses on how to facilitate preprofessional readiness for applicants through reform of the medical school admission process. The third theme emphasizes the importance of integrating ethics and humanities into the medical school administrative structure. The fourth theme underscores how outcomes-based assessment should reflect developmental milestones for professional attributes and conduct. The participants emphasized that ethics and humanities-based knowledge, skills, and conduct that promote professionalism should be taught with accountability, flexibility, and the premise that all these traits are essential to the formation of a modern professional physician.

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Section: The Residency Yearsmentioning

confidence: 99%

Transforming Educational Accountability in Medical Ethics and Humanities Education Toward Professionalism

et al. 2015

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“…The American Board of Internal Medicine recently took action against the operator of a commercial exam preparation course who had been encouraging participants to recall exam questions for inclusion in subsequent courses. 7 The proportion of students engaging in exam recall behaviour ranges from 25% to 89% (table⇓). Students seem divided over whether they view this behaviour as unethical, and students' perceptions may differ from those of staff involved with assessment.…”

Section: Scale Of Cheatingmentioning

confidence: 99%

“Lifting the carpet” on cheating in medical school exams: Table

Tonkin

2015

BMJ

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“…Research on cheating in undergraduate medical education estimates that up to 58% of students have cheated during medical school . Research from graduate medical education suggests the use of ‘examination recalls’ (access to previous examination items and answers) has become so prevalent that it is part of residency culture . Most disturbing is that any estimates of cheating are likely to be underestimated given that most data are self‐reported.…”

Section: Introductionmentioning

confidence: 99%

“…1 Research from graduate medical education suggests the use of 'examination recalls' (access to previous examination items and answers) has become so prevalent that it is part of residency culture. 2,3 Most disturbing is that any estimates of cheating are likely to be underestimated given that most data are selfreported. Further, medical education environments are particularly vulnerable to cheating as a result of the prevalent use of multiplechoice question items, the pressures students feel to do well, and the heavy workloads they face.…”

Section: Introductionmentioning

confidence: 99%