Knowing about and Performing Professionalism: Developing Professionalism in Interprofessional Healthcare Education

Mason, Rosemarie; Vitkovitch, Jennie; Lambert, Rod; Jepson, Jill

doi:10.11120/pblh.2013.00027

Cited by 8 publications

(15 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Section: Literature Reviewmentioning

confidence: 99%

“…It is recommended that material is presented throughout the curriculum in a structured approach, learning professional behaviors should be considered a process rather than a fixed construct, and it must be taught and assessed in multiple ways (Brehm et al, 2006;Mason et al, 2014). Teaching methods include role modeling, practice/experience opportunities, small group discussion, reading assignments, formal advisor meetings/mentoring, and lectures (Cruess & Cruess, 2006;Davis, 2009;Finn, Garner, & Sawdon, 2010;Mason et al, 2014). Students should also be educated on emotional intelligence, as understanding emotions and emotional self-management techniques was found to be linked to skills in communication, increased client centeredness, and increased intervention skills (Andonian, 2013;Brown, Williams, & Etherington, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…These evaluations should be formative, frequent, rigorous, and followed by one or more methods of remediation. Assessment can include one or more of the following options: student survey/self-assessment, faculty feedback, and statistical analysis of professionalism profiles (Hodges et al, 2011;Mason et al, 2014). Student self-assessment should be self-directed and supports the development of cognition, affect, and performance (Ledet et al, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Self-assessment and reflection is seen as imperative to the integration of educational content and life experiences, increases communication skills, and is best achieved through the use of journals, feedback, and peer group discussion (Zimmerman et al, 2007). Remedial instruction in the academic setting for poor professional behaviors, utilizing methods such as seminars, faculty feedback, counseling, community volunteer work, and student learning contracts have all been observed to be successful ways to address poor professional behaviors in academic preparation (Cruess & Cruess, 2006;Gutman et al, 1998;Ledet et al, 2005;Mason et al, 2014;Randolph, 2003;Scheerer, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Professional behaviors is a topic that must be openly taught and evaluated on three levels: the individual, inter-personal, and societal/institutional (Mason, Vitkovitch, Lambert, & Jepson, 2014). However, professional behaviors is a challenging topic to teach, difficult to observe, and difficult to assess.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Professional Behaviors and Fieldwork: A Curriculum Based Model in Occupational Therapy

Hackenberg

Toth-Cohen

2018

JOTE

View full text Add to dashboard Cite

Professional behaviors have been identified as imperative for fieldwork success in occupational therapy, and are held to high expectations by fieldwork educators. This study consisted of three phases. Phase one was a retrospective analysis of past Fieldwork Performance Evaluations (FWPE; n=319). Phase two consisted of the development of a curricular model and Level I Fieldwork Seminar with a focus on low-scoring professional behaviors on the FWPEs, which included verbal/ non-verbal communication, written communication, professional responsibility, work behaviors, and time management. Finally, phase three was a review of the course by the Philadelphia Region Fieldwork Consortium and edits to the seminar based on their feedback. Two theories, situated cognition and self-directed learning, were used to guide the curriculum development. ABSTRACTProfessional behaviors have been identified as imperative for fieldwork success in occupational therapy, and are held to high expectations by fieldwork educators. This study consisted of three phases. Phase one was a retrospective analysis of past Fieldwork Performance Evaluations (FWPE; n=319). Phase two consisted of the development of a curricular model and Level I Fieldwork Seminar with a focus on lowscoring professional behaviors on the FWPEs, which included verbal/ non-verbal communication, written communication, professional responsibility, work behaviors, and time management. Finally, phase three was a review of the course by the Philadelphia Region Fieldwork Consortium and edits to the seminar based on their feedback. Two theories, situated cognition and self-directed learning, were used to guide the curriculum development. INTRODUCTIONProfessional behaviors have been identified as imperative for fieldwork success and held to high expectations by fieldwork educators (Campbell & Corpus, 2015;Koenig, Johnson, Morano, & Ducette, 2003;Robinson, Tanchuk, & Sullivan, 2012). Professional behaviors include communication skills, initiative, clinical reasoning, common sense, ability to handle stress, interpersonal skills, and interest in learning (Campbell & Corpus, 2015;Gutman, McCreedy & Heisler, 1998;James & Musselman, 2006;Kasar & Muscari, 2000;Koenig et al., 2003;Scheerer, 2003). Moreover, studies such as that completed by James and Musselman (2006) have found that the most common characteristics of students who have failed fieldwork are poor professional behaviors. However, few studies exist that offer ways in which professional behaviors necessary for successful performance in fieldwork can be addressed during a student's academic preparation. Additionally, it is unclear how these poor professional behaviors can be

show abstract