Developing medical professionalism in future doctors: a systematic review

Passi, Vimmi; Doug, Manjo; Peile, Ed; Thistlethwaite, Jill; Johnson, Neil

doi:10.5116/ijme.4bda.ca2a

Cited by 158 publications

(154 citation statements)

References 135 publications

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“…Passi et al identified three characteristics of good role models, i.e., clinical competence, teaching skills, and personal qualities. 30 Almost certainly, trainees recognized as excellent role models those physicians who, in addition to providing good clinical care, took the time to facilitate feedback and made a conscious effort to articulate what they were modelling. This is a demanding expectation, and there are issues with consistently modelling such behaviours.…”

Section: Strategies For Teaching and Modelling Professional Behaviourmentioning

confidence: 99%

Physician professional behaviour affects outcomes: A framework for teaching professionalism during anesthesia residency

Bahaziq

Crosby

2011

Can J Anesth/J Can Anesth

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Purpose In this review, we examine the association between physician professional behaviour and indicators measuring patient outcomes and satisfaction with care as well the potential for complaints, discipline, and litigation against physicians. We also review issues related to the structured teaching of professionalism to anesthesia residents, including resident evaluation. Source A search of the OVID Medline and PubMed databases was carried out using keywords relevant to the topics under consideration. Program directors of Canadian anesthesiology training programs were also surveyed to assess the current state of professionalism training and evaluation in their programs. Principal findings Unprofessional behaviour is frequently manifested in practice by medical students, residents, and physicians, and it is associated with personality characteristics that are evident early in training. There is a correlation between unprofessional physician behaviours and patient dissatisfaction, complaints, and lawsuits as well as adverse outcomes of care. Physician health and workplace relationships are negatively impacted by such behaviours. Canadian program directors recognize the need to approach the teaching of professionalism in an organized fashion during physician training. Conclusions A framework is provided for defining behavioural expectations, and mechanisms are offered for teaching and evaluating behaviours and responding to individuals with behaviours that persistently breach defined expectations. There is a need to define explicitly not only the expectations for behaviour but also the processes by which the behaviours will be assessed and documented. In addition, emphasis is placed on the nature, order, and magnitude of the responses to behaviours that do not meet expectations.

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Section: Strategies For Teaching and Modelling Professional Behaviourmentioning

confidence: 99%

Physician professional behaviour affects outcomes: A framework for teaching professionalism during anesthesia residency

Bahaziq

Crosby

2011

Can J Anesth/J Can Anesth

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“…When the data were evaluated to better determine the dynamics of this decline, we observed the greatest reduction in the students' performance during the intermediate cycle (i.e., between the 3rd and 4th school years). These data indicate the need to revise the curriculum and extend the teaching of professional attitudes to the clinical phase of the curriculum, as several authors have suggested 8,[10][11][12] .…”

Section: Discussionmentioning

confidence: 99%

“…Teaching and evaluating students' professional development remains one of the most difficult core content areas in undergraduate medical education. The difficulty of identifying a valid and reliable instrument to measure attitudinal performance is reflected in the large number of measures aimed at assessing constructs related to medical professionalism that have been published to date [12][13][14] .…”

Section: Introductionmentioning

confidence: 99%

Medical Professionalism: the Effects of Sociodemographic Diversity and Curricular Organization on the Attitudinal Performance of Medical Students

Santos¹,

Laros

Trindade³

et al. 2017

Rev. bras. educ. med.

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“…As professionalism is considered an important part of a health worker's contract with society, every individual has to continue improving by constant personal development training and continuing exposure of themselves to different experiences (Kirk, 2007). There are voices calling that the selection of health workers or health workers to be, has to start even on the admission process to the institutions (Passi et al, 2010;Waheet et al, 2011;Scotish Government, 2012). Professionalism of the individuals who are involved in health care is necessary to be assessed by using a multitude of methods (Salvatori, 1996;Redfern et al, 2002).…”

Section: Discussionmentioning

confidence: 99%

Definition of professionalism by different groups of health care students

Zafiropoulos¹

2017

Educ. Res. Rev.

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Professionalism is important in all service-providing professions. Professional bodies have extensive rules and regulations creating the foundations of the definition of professionalism, its meaning and these rules have to be followed. In view of this, healthcare students are given intensive training. A prospective study conducted in a District General Hospital, to establish if professionalism was clearly defined. A questionnaire with open questions was given to 75 students from different disciplines including medical, nursing and chiropractic students (25 individuals from each group). The participants were at the end of their studies. The General Medical Council (GMC) criteria for professionalism were used. They were discussed as part of their induction to the orthopaedic department and the questionnaire was given to them at the end of their placement. Their answers were grouped, categorised and the findings were then analysed. All groups demonstrated a good understanding of the definition and factors that influence professionalism. Student nurses performed overall better than the other two groups. Medical and chiropractic students scored lower on communication, working with colleagues and audit/research. All three groups scored low in the categories of problem dealing and health. Reflection and mentoring were two of the subjects that they considered as important to help them improve their cognition to become a professional subject. The inclusion of the professionalism as subject to education seems that helps the understanding of the term but contact with the clinical environment and proper mentoring by senior clinicians enhances to the understanding in some of the criteria. GMC criteria can be used for the assessment of cognition of professionalism but with the addition of reflection in the list.

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Developing medical professionalism in future doctors: a systematic review

Cited by 158 publications

References 135 publications

Physician professional behaviour affects outcomes: A framework for teaching professionalism during anesthesia residency

Physician professional behaviour affects outcomes: A framework for teaching professionalism during anesthesia residency

Medical Professionalism: the Effects of Sociodemographic Diversity and Curricular Organization on the Attitudinal Performance of Medical Students

Definition of professionalism by different groups of health care students

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