Teaching professionalism in graduate medical education: What is the role of simulation?

Wali, Eisha; Pinto, Jayant M.; Cappaert, Melissa; Lambrix, Marcie A.; Blood, Angela; Blair, Elizabeth A.; Small, Stephen D.

doi:10.1016/j.surg.2016.03.026

Cited by 22 publications

(13 citation statements)

References 40 publications

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“…The ACGME requires programs to provide instruction and assessment in professionalism, which is more challenging than imparting knowledge and evaluating technical and clinical skills. [166][167][168] One major educational challenge is the lack of universal agreement on the definition of, and criteria for, medical professionalism. 167,169,170 Professionalism can be conceptualized differently based on virtues, personal attributes, behaviors, and identity formation processes.…”

Section: Teaching Professionalismmentioning

confidence: 99%

Learners and Luddites in the Twenty-first Century

et al. 2019

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Anesthesiologists are both teachers and learners and alternate between these roles throughout their careers. However, few anesthesiologists have formal training in the methodologies and theories of education. Many anesthesiology educators often teach as they were taught and may not be taking advantage of current evidence in education to guide and optimize the way they teach and learn. This review describes the most up-to-date evidence in education for teaching knowledge, procedural skills, and professionalism. Methods such as active learning, spaced learning, interleaving, retrieval practice, e-learning, experiential learning, and the use of cognitive aids will be described. We made an effort to illustrate the best available evidence supporting educational practices while recognizing the inherent challenges in medical education research. Similar to implementing evidence in clinical practice in an attempt to improve patient outcomes, implementing an evidence-based approach to anesthesiology education may improve learning outcomes.

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Section: Teaching Professionalismmentioning

confidence: 99%

Learners and Luddites in the Twenty-first Century

et al. 2019

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“…Some competencies are more suited for supplementary teaching in modules via short courses and simulated training . A systematic review of simulation recommends further development is needed, with minimum standards of reporting and mapping to professionalism competencies . Nevertheless, the Training in Professional Skills (TIPS) workshop initiated by the Royal Australasian College of Surgeons aims to address some of the issues pertinent to communication, collaboration and professionalism…”

Section: Teaching Professionalismmentioning

confidence: 99%

“…5,9 A systematic review of simulation recommends further development is needed, with minimum standards of reporting and mapping to professionalism competencies. 10 Nevertheless, the Training in Professional Skills (TIPS) workshop initiated by the Royal Australasian College of Surgeons aims to address some of the issues pertinent to communication, collaboration and professionalism. 11 Assessment of professionalism could be enhanced through use of multisource feedback that is consistent with observable behavioural definitions 5 and Entrustable Professional Activities (EPAs).…”

Section: Teaching Professionalismmentioning

confidence: 99%

Challenges and next steps in teaching professionalism in surgical training

Churchill

Rashid

2017

ANZ Journal of Surgery

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“…We propose that PIF and patient ownership foster each other’s development, with simulation as a potential mediator of the two concepts. Although some researchers have proposed the value of simulation in the development of physicians’ PIF (Bradley & Postlethwaite, 2003; Rudolph, Raemer, & Simon, 2014; Wali et al, 2016), there is currently no known research into the relationship and development of both PIF and patient ownership within simulated clinical environments.…”

Section: Introductionmentioning

confidence: 99%

Simulation as a Tool to Promote Professional Identity Formation and Patient Ownership in Medical Students

Tien

Wyatt

Tews

et al. 2019

Simulation & Gaming

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Background. Simulation has become a valuable tool in medical education, providing standardized clinical experiences without jeopardizing patient safety. Simulation may also help promote students’ professional identity formation (PIF) and patient ownership. Methods. A mixed-methods study was performed to explore the relationship between simulation, PIF, and patient ownership among third-year medical students in between their clerkship rotation blocks. Data were collected from 76 students after a simulated emergent case. A priori codes were developed and categorized into individual and contextual elements, and latent content analysis was conducted on the responses. Quantitative analysis identified how clerkship rotations and prior clinical experience affected students’ PIF and feelings of patient ownership. Results. Students exhibited both PIF and feelings of patient ownership as a result of the simulation. Students who completed an in-patient clerkship block described individual elements more frequently than students who completed the out-patient clerkship block (p = 0.017). Students who had no clinical experience prior to medical school remarked on individual elements more frequently than students who did have prior clinical experience (p = 0.017). Conclusions. When medical students felt like a physician, they took ownership of their patients. When they took ownership of their patients, they felt like a physician. Simulation has long been recognized as a valuable tool for developing clinical skills and teamwork behaviors, but it also fosters PIF and a sense of patient ownership. By introducing simulation activities earlier in medical education, students will have opportunities to develop patient ownership and professional identity earlier, allowing for a fuller, more mature development process.

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Teaching professionalism in graduate medical education: What is the role of simulation?

Cited by 22 publications

References 40 publications

Learners and Luddites in the Twenty-first Century

Learners and Luddites in the Twenty-first Century

Challenges and next steps in teaching professionalism in surgical training

Simulation as a Tool to Promote Professional Identity Formation and Patient Ownership in Medical Students

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