Medical professionalism and the generation gap

Smith, Lawrence

doi:10.1016/j.amjmed.2005.01.021

Cited by 95 publications

(76 citation statements)

References 5 publications

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“…Levine, Haidet, and colleagues (2006), in a prospective qualitative study clearly designed to measure what would be deemed 'professionalism' labelled their outcome measure 'personal growth'. However Smith (2005) thinks this term is so vague as to be meaningless.…”

Section: Resultsmentioning

confidence: 99%

Defining professionalism in medical education: A systematic review

et al. 2013

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Introduction: We undertook a systematic review and narrative synthesis of the literature to identify how professionalism is defined in the medical education literature. Methods: Eligible studies included any articles published between 1999 and 2009 inclusive presenting viewpoints, opinions, or empirical research on defining medical professionalism. Results: We identified 195 papers on the topic of definition of professionalism in medicine. Of these, we rated 26 as high quality and included these in the narrative synthesis. Conclusion: As yet there is no overarching conceptual context of medical professionalism that is universally agreed upon. The continually shifting nature of the organizational and social milieu in which medicine operates creates a dynamic situation where no definition has yet taken hold as definitive.

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Section: Resultsmentioning

confidence: 99%

Defining professionalism in medical education: A systematic review

et al. 2013

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“…Younger physicians are more likely to see counseling or coaching as a valuable and socially acceptable resource toward achieving greater work-life balance and self-awareness. 29,30 Differences in help seeking of US medical trainees, according to training year or type of medical training, are not known; primary care physicians in a European study were more likely to seek help. 31 We evaluated whether our educational outreach efforts and development of a resident-specific counseling program were viewed as accessible and valued resources for physicians-in-training.…”

Section: Resultsmentioning

confidence: 99%

“If You Build It, They Will Come”: Attitudes of Medical Residents and Fellows About Seeking Services in a Resident Wellness Program

Ey¹,

Moffit²,

Kinzie³

et al. 2013

Journal of Graduate Medical Education

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Background High rates of burnout and distress in resident physicians suggest a significant number would benefit from counseling. Intervention A resident wellness program (RWP) was designed to lower known barriers limiting resident access to services. Methods In 2011, medical residents and fellows were surveyed and logistic regression analyses were conducted to identify demographic and training program differences in perceived barriers and willingness to access the RWP. Results Of the 88% of trainees who knew about the RWP, 87% indicated they would be very likely or somewhat likely to seek out services. Time remained the biggest barrier for residents to getting help. Being male (odds ratio [OR] = 0.54, 95% confidence interval [CI] 0.34–0.84) or an ethnic/racial minority (OR = 0.49, 95% CI 0.28–0.85) was associated with greater unwillingness to seek counseling. Reluctance to access the RWP was associated with concerns about helpfulness, confidentiality, being unable to take a break, and stigma. Women (OR = 1.60, 95% CI 1.06–2.42) and primary care residents (OR = 1.58, 95% CI 0.98–2.54) were more likely to be concerned about taking a break. Men were more likely to question the helpfulness of counseling (OR = 0.55, 95% CI 0.36–0.85). Conclusions The RWP removed barriers of cost and knowledge about counseling services. More educational outreach is needed to address sex and ethnic differences about RWP utilization and attitudes in medical culture about a physician's right to address personal health care needs.

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“…The 1970s was an era in which diversity was virtually absent in medical schools; one report noted that minority students comprised 2.8 percent of total enrollment but 11-12 percent of the US population [31]. Baby boomer physicians also value complete dedication to work and "rigid approaches to patient care" [32], which might pose barriers to shared understanding and make it more difficult for students to discuss their moral distress with mentors. For all these reasons, there may be an insufficient number of appropriate mentors to help students with moral distress.…”

Section: Who Is Teaching Medical Students?mentioning

confidence: 99%

Initiatives for Responding to Medical Trainees' Moral Distress about End-of-Life Cases

2017

AMA Journal of Ethics

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Moral distress frequently arises for medical trainees exposed to end-oflife cases. We review the small literature on best practices for reducing moral distress in such cases and propose two areas to target for moral distress reduction: medical education and organizational ethics programs. Students require training in end-of-life dialogues and truthful prognostication, which are not generally available without skilled mentors. But physician-mentors and teachers can suffer from lingering moral residue themselves, which can affect the teaching culture and student expectations. Finally, reducing unit moral distress that affects learners requires formal educational opportunities to debrief about difficult end-of-life cases and formal institutional mechanisms for effective clinical ethics consultation.

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Medical professionalism and the generation gap

Cited by 95 publications

References 5 publications

Defining professionalism in medical education: A systematic review

Defining professionalism in medical education: A systematic review

“If You Build It, They Will Come”: Attitudes of Medical Residents and Fellows About Seeking Services in a Resident Wellness Program

Initiatives for Responding to Medical Trainees' Moral Distress about End-of-Life Cases

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