Development of Professionalism in Graduate Medical Education

Abstract

Professionalism and physician well-being are important topics in academic medicine. Lapses in professional judgment may lead to disciplinary action and put patient’s health at risk. Within medical education, students and trainees are exposed to professionalism in the institution’s formal curriculum and hidden curriculum. Development of professionalism starts early in medical school. Trainees entering graduate medical education already have developed professional behavior. As a learned behavior, development of professional behavior is modifiable. In addition to role modeling by faculty, other modalities are needed. Use of case vignettes based on real-life issues encountered in trainee and faculty behavior can serve as a basis for continued development of professionalism in trainees. Based on the experience of program directors and pathology educators, case vignettes were developed in the domains of service, research, and education and subdivided into the areas of duty, integrity, and respect. General and specific questions pertaining to each case were generated to reinforce model behavior and overcome professionalism issues encountered in the hidden curriculum. To address physician burnout, cases were generated to provide trainees with the skills to deal with burnout and promote well-being.

Ethical and professionalism issues in dermatopathology: A cross‐sectional survey of American Society of Dermatopathology Members

“…Eight major ethical and professional issues that could be encountered in practice were specified (Table 1). These issues were derived from review of a textbook on ethical/professional issues in dermatology, core competency domains from the American Society of Bioethics and Humanities, content of an ethics short course at ASDP Annual Meeting from 2017, and previously reported surveys and cases 4,5,8‐10 . Participant characteristics such as years in practice, gender, dermatopathology practice setting, US region, nature of employment, specialty in residency, and proportion of professional time practicing dermatopathology were collected.…”

“…Recent publications highlight ethical/professional issues in a variety of medical specialties 1‐3 . However, there are few reports in the medical literature regarding ethical/professional issues specific to pathology, and even fewer to dermatopathology 4‐8 . With trends in the field like corporatization (ie, consolidation of laboratories, investment by private equity firms and other for‐profit companies), development of dermatopathology laboratories within dermatology practices, and unique billing arrangements, ethical/professional issues in dermatopathology are more prevalent and important than ever.…”

Changing the Landscape of Remediation: The Creation and Implementation of an Institution-Wide Graduate Medical Education Performance Enhancement Program

“…Reflective Assignments: Assign and review case scenarios (see Appendix C and Ref [18]). Read HIPAA laws and institutional compliance material and prepare a learning module.…”

Anesthesia environmental sustainability programs—a survey of Canadian department chiefs and residency program directors

“…8 Departmental leadership plays a pivotal role in knowledge dissemination and translation through budgeting funds, and spearheading and enforcing policies in support of evidence-based practice implementation. Furthermore, the ''formal'' and ''hidden'' curricula that are training future generations of medical practitioners can exert a durable effect on their practice patterns or habits, 9,10 thereby highlighting the importance of training programs in incorporating evidence-based environmentally sustainable practice.…”