Does One Size Fit All? Building a Framework for Medical Professionalism

Ho, Ming‐Jung; Yu, Kun‐Hsing; Hirsh, David M.; Huang, Tien-Shang; Yang, Pan‐Chyr

doi:10.1097/acm.0b013e31823059d1

Cited by 96 publications

(103 citation statements)

References 26 publications

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“…Student evaluation of teachers seems 'normal', for example, until one spends time with Japanese educators who explain that evaluation of an elder is culturally inappropriate. Assessing professionalism as an individual behaviour seems 'natural' until one studies a Confucian culture and learns that the behaviour of individuals is considered less important than the behaviour of the collective (Ho et al 2011). Having examinations seems to be a taken-forgranted aspect of medical education until one visits Denmark and discovers that assessment is thought to foster competition which is thought incompatible with professional behaviour.…”

Section: How Do We 'Make Strange'?mentioning

confidence: 99%

Looking back to move forward: Using history, discourse and text in medical education research: AMEE Guide No. 73

2012

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As medical education research continues to diversify methodologically and theoretically, medical education researchers have been increasingly willing to challenge taken-for-granted assumptions about the form, content and function of medical education. In this AMEE Guide we describe historical, discourse and text analysis approaches that can help researchers and educators question the inevitability of things that are currently seen as 'natural'. Why is such questioning important? By articulating our assumptions and interrogating the 'naturalness' of the status quo, one can then begin to ask why things are the way they are. Researchers can, for example, ask whether the models of medical education organization and delivery that currently seem 'natural' to them have been developed in order to provide the most benefit to students or patients -or whether they have, rather, been developed in ways that provide power to faculty members, medical schools or the medical profession as a whole. An understanding of the interplay of practices and power is a valuable tool for opening up the field to new possibilities for better medical education. The recognition that our current models, rather than being 'natural', were created in particular historical contexts for any number of contingent reasons leads inexorably to the possibility of change. For if our current ways of doing things are not, in fact, inevitable, not only can they be questioned, they can be made better; they can changed in ways that are attentive to whom they benefit, are congruent with our current beliefs about best practice and may lead to the production of better doctors.Let us give the term genealogy to the union of erudite knowledge and local memories which allow us to establish a historical knowledge of struggles and to make use of this knowledge tactically today.

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Section: How Do We 'Make Strange'?mentioning

confidence: 99%

Looking back to move forward: Using history, discourse and text in medical education research: AMEE Guide No. 73

2012

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“…The framework they built shared similarities with western counterparts but differs in the centrality of self-integrity, harmonizing social roles, reflecting Confucius values. 32 To summarize, principles distilled from papers using this macro-societal discourse are that professionalism is an aspect of, and must be understood in the context of, the goals, aspirations and exigencies placed upon the profession as a whole. Assessment involves characterizing those expectations and measuring the degree to which the profession (be it a subgroup such as students, a whole medical school, a professional practice group, or even the profession as a whole) meets those expectations.…”

Section: Professionalism As a Societal/institutional Phenomenon: A Somentioning

confidence: 99%

Assessment of professionalism: Recommendations from the Ottawa 2010 Conference

et al. 2011

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Over the past twenty-five years, professionalism has emerged as a substantive and sustained theme, the operationalization and measurement of which, has become a major concern for those involved in medical education. However, how to go about establishing the elements that constitute appropriate professionalism in order to assess them is difficult. Using a discourse analysis approach, the International Ottawa Conference Working Group on Professionalism (IOCPWG) studied some of the dominant notions of professionalism, and in particular the implications for its assessment. The results presented here reveal different ways of thinking about professionalism that can lead toward a multi-dimensional, multi-paradigmatic approach to assessing professionalism at different levels: individual, inter-personal, societal-institutional. Recommendations for research about professionalism assessment are also presented.

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“…Educators in Taiwan and China have previously described similar attributes in locally derived professionalism frameworks, which also place emphasis on social justice and the harmonization of professional and personal attributes of health professionals. 24,25 It is noteworthy that participants made a point to emphasize religious tolerance. Accordingly, there is no specific mention of Islamic law, though references to spirituality and faith, such as that garnered from religious belief, are prevalent.…”

Section: Discussionmentioning

confidence: 99%

Creating a Framework for Medical Professionalism: An Initial Consensus Statement From an Arab Nation

Abdel-Razig¹,

Ibrahim²,

Alameri³

et al. 2016

Journal of Graduate Medical Education

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Does One Size Fit All? Building a Framework for Medical Professionalism

Abstract: This study challenges the universal applicability of the Western framework of medical professionalism and proposes a process to build a professionalism framework that reflects the cultural heritage and the values of local stakeholders.

Cited by 96 publications

References 26 publications

Looking back to move forward: Using history, discourse and text in medical education research: AMEE Guide No. 73

Looking back to move forward: Using history, discourse and text in medical education research: AMEE Guide No. 73

Assessment of professionalism: Recommendations from the Ottawa 2010 Conference

Creating a Framework for Medical Professionalism: An Initial Consensus Statement From an Arab Nation

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