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Related Experiment Videos

Improving professionalism: making the implicit more explicit.

Byron D Joyner1, Vijaya M Vemulakonda

  • 1Urology Program, Division of Pediatric Urology, University of Washington, Children's Hospital and Regional Medical Center, 4800 Sand Point Way NE, Seattle, WA 98105, USA. byron.joyner@seattlechildrens.org

The Journal of Urology
|May 19, 2007
PubMed
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Training faculty and residents in professionalism improved resident behavior and faculty evaluation. This intervention enhanced the consistency and objectivity of assessing professional conduct in medical education.

Area of Science:

  • Medical Education
  • Graduate Medical Education
  • Professionalism in Healthcare

Background:

  • Professionalism is a core competency in graduate medical education, yet challenging to define, teach, and evaluate.
  • The Accreditation Council for Graduate Medical Education (ACGME) identifies professionalism as a key competency for residents.

Purpose of the Study:

  • To assess if defining professionalism and training faculty and residents in its evaluation improves professional behavior.
  • To determine the impact of a structured professionalism training intervention on resident conduct and faculty assessment.

Main Methods:

  • A study involving 16 residents and 18 faculty across 15 rotations over 3 years at 4 Seattle hospitals.
  • Implementation of the ACGME Global Resident Competency Rating Form for faculty evaluations.

Related Experiment Videos

  • A professionalism training lecture delivered to faculty and residents after 21 months, followed by continued use of the rating form.

    • Main Results:

    • Post-intervention scores for professionalism significantly improved by 0.4 to 0.5 points for each of the three assessed behaviors (p <0.01).
    • Reduced score variation post-intervention suggests increased consistency in resident professional behavior and/or more focused faculty observation.

    Conclusions:

    • Training in professionalism positively influences resident professional behavior.
    • The intervention enhanced faculty's ability to objectively evaluate resident professionalism based on defined standards.