Defining Medical Professionalism Across the Years of Training and Experience at the Uniformed Services University of the Health Sciences

Randall, Virginia; Foster, Christopher W.; Olsen, Cara; Warwick, Anne B.; Fernandez, K.; Crouch, Gary

doi:10.7205/milmed-d-15-00438

Cited by 7 publications

(12 citation statements)

References 10 publications

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“…In this section, we explore the (1) implications of the critical issues identified about the MP, (2) knowledge gaps that exist on this topic, and (3) the overall limitations of the scoping review process employed. Implications: The articles included in the study (Table-I) highlighted essential information regarding the attributes of MP, as essential elements of teaching, [6][7][8][9][10][11][12][13][14][15] hence, medical school learning exposure to these elements should impact student's behavior positively during the later years of medical practice. 16 Likewise, the curriculum identification of lacking attributes must be attained.…”

Section: Discussionmentioning

confidence: 99%

“…The articles included in the study ( Table-I ) highlighted essential information regarding the attributes of MP, as essential elements of teaching, 6 - 15 hence, medical school learning exposure to these elements should impact student’s behavior positively during the later years of medical practice. 16 Likewise, the curriculum identification of lacking attributes must be attained.…”

Section: Discussionmentioning

confidence: 99%

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Scoping Review of frequently highlighted attributes of Medical Professionalism in an Undergraduate Medical Education Context

Sattar

Yusoff²,

Arifin³

et al. 2021

Pak J Med Sci

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Background and Objectives: Medical Professionalism (MP) establishes the trust between society and doctors. We aimed at finding frequently highlighted qualities of MP in the literature. Methods: We searched PubMed and Scopus for attributes of MP, using terms, “Professionalism,” “Medical Students,” and “Undergraduate Medical Education”. We included English language, original research articles with MP attributes from the perspective of undergraduate medical education, any nationality, race, gender, and age range, as the central topic of the article. Papers published from January 1st 1986 to 29th February 2020 were included. Results: From 1349 identified articles, finally, 18 were included, authored in 10 countries, collectively contributing to answering the scoping review question. Two themes were identified: (1) Nurturing of MP, 11 (61.11%) out of 18 included articles, highlighted “respect” as the most dominant attribute as it appeared in 6 (54.55%) out of 11 reviews, “communication” 5 (45.45 %) studies and “honesty” and “integrity” 4 (36.36%). (2) Assessment of MP, 7 (38.89%) studies, and majority, 4 (57.14 %) assessed MP using American Board of Internal Medicine’s elements of MP, viz, “altruism, accountability, excellence, duty, honor and integrity, respect for others.” Conclusions: Themes exemplified MP’s most discoursed issues. The attributes are frequently used worldwide. MP deliberates as a commitment toward the individual patient, society, and necessitates transforming from its present generic form to more explicit details. doi: https://doi.org/10.12669/pjms.37.4.4004 How to cite this:Sattar K, Yusoff MSB, Arifin WN, Yasin MAM, Nor MZM. Scoping Review of frequently highlighted attributes of Medical Professionalism in an Undergraduate Medical Education Context. Pak J Med Sci. 2021;37(4):---------. doi: https://doi.org/10.12669/pjms.37.4.4004 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Scoping Review of frequently highlighted attributes of Medical Professionalism in an Undergraduate Medical Education Context

Sattar

Yusoff²,

Arifin³

et al. 2021

Pak J Med Sci

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“…The student's transformation process into a doctor is modified every year and depends on the context in which they are inserted. Professionalism will have different definitions and will encompass different experiences and attitudes as a result of the student's practice and experience 16 .…”

Section: Throughout the Years Medicine And Medical Education Have Unmentioning

confidence: 99%

“…Other methods investigate what is understood by professionalism by sending e-mails to university teachers and students and requesting them to list the three most important characteristics of a professional 16 .…”

Section: Assessing Professionalism: Multiple Assessment Strategiesmentioning

confidence: 99%

O profissionalismo e suas formas de avaliação em estudantes de Medicina: uma revisão integrativa

Carneiro

Cunha

Feitosa

et al. 2020

Interface (Botucatu)

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Com o objetivo de sistematizar informações sobre avaliação de profissionalismo em estudantes de Medicina, foi realizada em maio de 2018, revisão integrativa nas bases EBSCO, LILACS, MEDLINE, via PubMed no período de 2013 a 2018, sendo encontrados 12 artigos e três eixos temáticos: profissionalismo: constructo multidimensional e indefinido; ensino de profissionalismo médico; avaliando o profissionalismo: estratégias múltiplas de avaliação. A avaliação por meio de domínios como altruísmo, responsabilidade, cuidado, trabalho em equipe, é frequente, podendo ser utilizado cenários ou pacientes simulados; questionários online ou aplicativos. Ressalta-se a importância da modelagem no ensino de profissionalismo e o uso do feedback associado a outros métodos de avaliação. Não existe conceito único de profissionalismo. Percebe-se a necessidade de associação de métodos para uma melhor avaliação.

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“…These results were similar to 4th-year medical students in a similar survey of USUHS medical students, but dissimilar to 1st through 3rd-year medical students. 7 This suggests that patient-centered care and life-long learning may be learned as a desired attribute, or a threshold concept, grasped by most either late in medical school or early in residency. Further analysis of responses also found that the concepts of professionalism did not vary by specialty, with both medical and surgical trainees articulating the paramount importance of patient-centered care and life-long learning in defining professional behavior in physicians.…”

Section: Introductionmentioning

confidence: 99%

Defining the competency of professionalism at two military medical centers

Edwards

Randall

et al. 2017

Int J Med Educ

Self Cite

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Defining Medical Professionalism Across the Years of Training and Experience at the Uniformed Services University of the Health Sciences

Abstract: Differences emerge between definitions of professionalism that appear to relate to training and experience. Students' views of professionalism reflect the immediate context of their educational environment. Curricula targeted to the students' foci are relevant in teaching professionalism.

Cited by 7 publications

References 10 publications

Scoping Review of frequently highlighted attributes of Medical Professionalism in an Undergraduate Medical Education Context

Scoping Review of frequently highlighted attributes of Medical Professionalism in an Undergraduate Medical Education Context

O profissionalismo e suas formas de avaliação em estudantes de Medicina: uma revisão integrativa

Defining the competency of professionalism at two military medical centers

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