Teaching and Assessing Professionalism in Radiology

Kelly, Aine Marie; Mullan, Patricia B.

doi:10.1016/j.acra.2018.01.008

Cited by 14 publications

(3 citation statements)

References 45 publications

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“…Over the last decade, there has been an increasing focus on professionalism in academic medicine. Teaching and assessing competence in professionalism is now an explicit expectation for Accreditation Council Graduate Medical Education (ACGME) accredited programs in radiology [39]; however, this topic often receives little attention beyond residency. Unprofessional conduct by radiologists, including conduct leading to prison sentences, has emphasized the need for education and mentorship in professional conduct.…”

Section: Why Mentorship In Academic Radiology Matters More Than Evermentioning

confidence: 99%

Mentorship in academic radiology: why it matters

2019

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Mentorship plays a critical role in the success of academic radiologists. Faculty members with mentors have better career opportunities, publish more papers, receive more research grants, and have greater overall career satisfaction. However, with the increasing focus on clinical productivity, pressure on turnaround times, and the difficult funding climate, effective mentoring in academic radiology can be challenging. The high prevalence of "burnout" among radiologists makes mentorship even more important. This article reviews benefits and challenges of mentorship in academic radiology, discusses how to institute a faculty mentoring program, examines different types of mentoring, and reviews challenges related to diversity and inclusion.

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Section: Why Mentorship In Academic Radiology Matters More Than Evermentioning

confidence: 99%

Mentorship in academic radiology: why it matters

2019

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“…Although human-centred care is the core of medical practice, it is difficult to attain as little is known about its implementation in medical education [ 4 , 7 ]. In order to overcome the limitations of traditional didactic large-class lectures [ 8 ], role modelling has primarily been used in medical education to teach humanistic and ethical aspects of medical care [ 4 , 9–11 ]. Burgess et al.…”

Section: Introductionmentioning

confidence: 99%

The use of social cognitive learning for humanistic professional role modelling: impacts on awareness of humanistic professionalism, caring behaviour, and transitional anxiety

Wang

Liao

2023

Annals of Medicine

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Background Although medical literature has highlighted the importance of role modelling, hardly any reveals how humanistic qualities and role modelling should be taught. This study aimed to determine whether the use of Bandura’s social cognitive learning for humanistic professional role modelling could elicit any positive effect on medical university students’ awareness of humanistic professionalism, caring behaviours, and school-to-work transitional anxiety. Methods We conducted a 16-week quasi-experimental study to examine whether the intervention could elicit any differences between the experimental group (BanduraSCLT – HPRM – Literature-and-Film Study; N = 34) and the control group (non-BanduraSCLT – HPRM – Literature-and-Film Study; N = 33), comprising of medical university students from the central part of Taiwan. The quantitative instruments included the Humanistic Professional Awareness Scale (HPAS-HSP), Caring Behaviour Scale (CBS-HSP) and School-to-Work Transitional Anxiety Scale (StWTA-HS). One-way MANOVA (multivariate analysis of variance) and one-way MANCOVA (multivariate analysis of covariance) were used for statistical analysis. Results The results revealed that students who received Bandura’s social cognitive learning for humanistic professional role modelling had significantly stronger humanistic professional awareness in terms of ‘personal integrity and accountability’, ‘sensitivity to others’ and ‘professional competence’. They also had more effective caring behaviour in terms of ‘support and attentiveness’, ‘professional knowledge and skills’, ‘gratifying needs and responsiveness’ and ‘confidentiality and trust’. In addition, they had less school-to-work transitional anxiety in terms of ‘inexperience in professional knowledge and skills’, ‘fear of death’, ‘fear of being infected’ and ‘interpersonal interactions.’ Conclusion The findings suggest that using Bandura’s social cognitive learning for humanistic professional role modelling can have a positive impact on awareness of humanistic professionalism, caring behaviour and school-to-work transitional anxiety. Hence, it can be an effective teaching tool for medical education.

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“…Professionalism is learned through both explicit teaching and implicit learning through observing and emulating role models' actions [12]. For example, a review of professionalism teaching in ACGME-accredited radiology programs found that methods included role modeling, case-based scenarios, debrie ng, simulations, narrative medicine, facilitated discussions, and re ections [13]. Trainees have stated that their professional behaviour is strongly in uenced by the academic faculty and environment [1].…”

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confidence: 99%

Evaluating Professionalism in Residency Training: The Learning Environment for Professionalism Survey

Byszewski

Pearson

Wood

et al. 2023

Preprint

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Background Professionalism is a key competency in multiple medical education frameworks. The teaching and evaluation of professionalism is an accreditation standard for undergraduate and postgraduate medical training in Canada. As a result, there is a need for valid tools to assess professionalism in the learning environment (LE). One method that has demonstrated promise is the Learning Environment for Professionalism (LEP) survey. It is a brief and balanced tool consisting of 11 questions that assesses medical trainees' and attending physicians' positive and negative professionalism behaviours. Previous studies have shown it is an easily administered, reliable tool that produces valid results for assessing professionalism in both undergraduate and postgraduate LEs. This study aimed to expand the application of the LEP survey to more varied programs, across several institutions and to examine LEs longitudinally over a longer period of time.Methods All postgraduate medical programs at the University of Ottawa were approached to participate in this study. Seven training programs (anesthesiology, cardiac surgery, plastic surgery, urology, family medicine, internal medicine, and pediatrics) agreed to facilitate the administration of the LEP survey at four hospitals in Ottawa (The Ottawa Hospital Civic and General campuses, the Ottawa Heart Institute, and Children’s Hospital of Eastern Ontario). The LEP survey was carried out iteratively between 2013 and 2020. The LE ratings in each training program and hospital were assessed longitudinally using univariate linear regression. A Bonferroni corrected p-value of ≤ .0045 was used to account for multiple comparisons.Results 3783 survey responses over seven years were included in the analysis. Overall, positive professional behaviours were observed across time and programs. However, one negative item relating to attending physicians treating patients unfairly because of their financial status, ethnic background, sexual or religious preferences worsened.Conclusions This study demonstrated that applying the LEP survey longitudinally across diverse training programs is feasible. Furthermore, it can help program leaders identify areas that require attention and acknowledge areas of exemplary professionalism. Implementation of the LEP survey is an effective strategy to demonstrate continuous monitoring of the LE to accrediting bodies and can be considered an important quality improvement metric.

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Teaching and Assessing Professionalism in Radiology

Cited by 14 publications

References 45 publications

Mentorship in academic radiology: why it matters

Mentorship in academic radiology: why it matters

The use of social cognitive learning for humanistic professional role modelling: impacts on awareness of humanistic professionalism, caring behaviour, and transitional anxiety

Evaluating Professionalism in Residency Training: The Learning Environment for Professionalism Survey

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