Operationalizing professionalism: A meaningful and practical integration for resident education

Abstract

Professionalism training requires practical, behavior-based definitions of professional conduct. Once professional expectations are defined, multiple methods should be used to comprehensively evaluate the learner. Professionalism curriculums must be interactive and promote development through a variety of methods with the goal to improve resident performance in this critical core competency.

Attitudes toward professionalism education in Otolaryngology–Head and Neck Surgery residency programs

“…Those who offered definitions often evoked themes of the “golden rule.” Others commented that professionalism is something that is recognized when it is present but is difficult to articulate. These findings are consistent with the known challenge of defining medical professionalism . The Otolaryngology Milestones Project provides examples of professional behaviors that are expected to develop during training and can provide a common framework of professional values.…”

“…These findings are consistent with the known challenge of defining medical professionalism. 2,11 The Otolaryngology Milestones Project provides examples of professional behaviors that are expected to develop during training and can provide a common framework of professional values. Because these had not yet been published at the time of our survey, it will be interesting to see how the Milestones impact the ability of programs to define and articulate professional behavior in the future.…”

“…One of the challenges is creating a curriculum that engages residents and faculty and encourages personal ownership of professionalism development. This is partially due to archaic methodologies of professionalism training, such as traditional lectures that are often associated with professionalism training . Developing meaningful professionalism curricula requires collaboration between learners and educators.…”

“…This is partially due to archaic methodologies of professionalism training, such as traditional lectures that are often associated with professionalism training. 2 Developing meaningful professionalism curricula requires collaboration between learners and educators. Understanding the attitudes of faculty and residents toward professionalism education provides an important context for the development of effective educational tools to advance professionalism.…”

Impact of a Video-Based Interactive Workshop on Unprofessional Behaviors Among Internal Medicine Residents

“…Challenges to developing curricula have included finding effective formats, identifying specific behaviors, and measuring meaningful outcomes. [7][8][9][10][11][12][13][14][15] In earlier work, [16][17][18][19] we identified unprofessional behaviors based on surveys of students, postgraduate year 1 (PGY-1) residents, and hospitalists. We found significant rates of participation in certain unprofessional behaviors by PGY-1 internal medicine residents, and that these behaviors worsened over the course of PGY-1.…”