Medical professionalism: teaching and assessment tools
الموضوعات : Report of Health CareBahareh Bahmanbijari1 1 , Amin Beigzadeh 2
1 - Neonatologist, Department of Pediatrics, Medical School, Kerman University of Medical Sciences, Kerman, Iran.
2 - PhD Candidate of Medical Education, Research Center for Health Services Management, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
الکلمات المفتاحية: Professionalism, Teaching tools, Assessment tools,
ملخص المقالة :
Establishing a structured curriculum for professionalism by adopting new methods and evaluation tools within an educational environment is important in the light of the vicissitudes of changing world and medical profession. By incorporating such tools of teaching and assessing, medical students will be abreast and gain a mastery over competencies such as collaboration, communication, teamwork, and rapport skills to deal with doctors, patients, peers, and the healthcare team.
1. Shield RR, Tong I, Tomas M, Besdine RW. Teaching communication and compassionate care skills: an innovative curriculum for pre-clerkship medical students. Med Teach 2011; 33(8): e408-e416.
2. Hochberg MS, Kalet A, Zabar S, Kachur E, Gillespie C, Berman RS. Can professionalism be taught? Encouraging evidence. Am J Surg 2010; 199(1): 86-93.
3. Fernandez GL, Lee PC, Page DW, D’Amour EM, Wait RB, Seymour NE. Implementation of full patient simulation training in surgical residency. J Surg Educ 2010; 67(6): 393-399.
4. Levine IA, Swartz HM. Standardized patients: The “other” simulation. J Crit Care 2008; 23(2): 179–184.
5. Monrouxe LV, Rees CE, Hu W. Differences in medical students’ explicit discourses of professionalism: acting, representing, becoming. Med Educ 2011; 45(6): 585-602.
6. Riley S, Kumar N. Teaching medical professionalism. Clin Med 2012; 12(1): 9-11.
7. Lumlertgul N, Kijpaisalratana N, Pityaratstian N, Wangsaturaka D. Cinemeducation: a pilot student project using movies to help students learn medical professionalism. Med Teach 2009; 31(7): e327-e332.
8. McNeilly DP, Wengel SP. The “ER” seminar: teaching psychotherapeutic techniques to medical students. Acad Psychiatry 2001; 25(4): 193-200.
9. Pavlov A, Dahlquist GE. Teaching communication and professionalism using a popular medical drama. Fam Med 2010; 42(1): 25-7.
10. Varga-Atkins T, Dangerfield P, Brigden D. Developing professionalism through the use of wikis: a study with first-year undergraduate medical students. Med Teach 2010; 32(10): 824-829.
11. Cruess R, McIlroy HJ, Cruess S, Ginsburg SH, Steinert Y. The Professionalism Mini-Evaluation Exercise: a preliminary investigation. Acad Med 2006; 81(10): 574-8.
12. Rodgers KG, Manifold C. 360-degree feedback: possibilities for assessment of the ACGME core competencies for emergency medicine residents. Acad Emerg Med 2002; 9(11): 1300-1304.
13. Qu B, Zhao Y, Sun B. Evaluation of residents in professionalism and communication skills in south China. Saudi Med J 2010; 31(11): 1260-1265.
14. Higgins RS, Bridges J, Burke JM, O’Donnell MA, Cohen NM, Wilkes SB. Implementing the ACGME general competencies in a cardiothoracic surgery residency program using 360-degree feedback. Ann Thorac Surg 2004; 77(1): 12–7.
15. van Mook WN, Gorter SL, O’Sullivan H, Wass V, Schuwirth LW, van der Vleuten CP. Approaches to professional behavior assessment: tools in the professionalism toolbox. Eur J Intern Med 2009; 20(8): e153-7.
16. Yudkowsky R, Alseidi A, Cintron J. Beyond fulfilling the core competencies: an objective structured clinical examination to assess communication and interpersonal skills in a surgical residency. Curr Surg 2004; 61(5): 499-503.
17. Asch E, Saltzberg D, Kaiser S. Reinforcement of self-directed learning and the development of professional attitudes through peer- and self-assessment. Acad Med 1998; 73(5): 575.
18. Driessen E, van Tartwijk J, Dornan T. The self critical doctor: helping students become more reflective. BMJ 2008; 336(7648): 827–30.
19. Gordon J. Assessing students’ personal and professional development using portfolios and interviews. Med Educ 2003; 37(4): 335-40.
