Medical professionalism: what the study of literature can contribute to the conversation

Abstract

Medical school curricula, although traditionally and historically dominated by science, have generally accepted, appreciated, and welcomed the inclusion of literature over the past several decades. Recent concerns about medical professional formation have led to discussions about the specific role and contribution of literature and stories. In this article, we demonstrate how professionalism and the study of literature can be brought into relationship through critical and interrogative interactions based in the literary skill of close reading. Literature in medicine can question the meaning of “professionalism” itself (as well as its virtues), thereby resisting standardization in favor of diversity method and of outcome. Literature can also actively engage learners with questions about the human condition, providing a larger context within which to consider professional identity formation. Our fundamental contention is that, within a medical education framework, literature is highly suited to assist learners in questioning conventional thinking and assumptions about various dimensions of professionalism.

Professionalism - A case for medical education to honour the societal contract

“…It is evident from the findings of this study, pertaining to a definition of what constitutes professionalism, are in line with the findings of a recent study 14 where professionalism did not equate to social standing, wealth production, physique, or appearance, but rather to good behaviour, high values, and positive attitudes; viewing the profession as a vocation or calling dedicated to caring for and protecting clients.…”

“…A joint project by the American Board of Internal Medicine Foundation, the American College of Physicians Foundation, and the European Federation of Internal Medicine (The Medical Professionalism Project) argued that professionalism focusses on attributes such as altruism, trust, honesty, patient empowerment, and commitment to social justice as well as scientific and clinical competence; while emphasising the promotion of patients' best interests and honouring the exercise of the public trust 14 . These attributes are in line with those highlighted by the results found in this study.…”

Professionalism Milestones Assessments Used by Emergency Medicine Residency Programs: A Cross-sectional Survey

“…[28][29][30] Unfortunately, definitions of professionalism vary. 31 Some state that it cannot be easily and clearly defined while others note that unprofessional behaviors are like the Supreme Court definition of obscene ("I know it when I see it"). [32][33] In EM, Adams et al does not define professionalism but rather identifies eight fundamental elements of it: (1) suspension of self-interest; (2) honesty; (3) technical competence; (4) authority and accountability; (5) communication;…”

Communicating with a Human Voice: Developing a Relational Model of Empathy

“…[4][5][6][7][8] Medicine's positivist philosophy, prioritising technical progress, fosters a cognitive form of empathy: 'detached concern'. 9,10 Detached concern is now widely adopted as an appropriate form of empathy in medical professionalism, practice and training. [10][11][12][13][14][15] I argue that a relational view of empathising, embracing emotional and moral dimensions and acknowledging the importance of placing the doctorpatient relationship at its core, including the family and healthcare team, is more appropriate for medical education and practice.…”