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Teaching professionalism - Why, What and How.

S R Cruess¹, R L Cruess¹

¹Centre for Medical Education, Lady Meredith House, McGill University, 1110 Pine Ave. W., Montreal, Quebec, H3A 1A3.

Facts, Views & Vision in Obgyn

|April 23, 2014

Summary

This summary is machine-generated.

Teaching medical professionalism is crucial for healthcare

Keywords:

Professionalism medical curriculum professional identity teaching professionalism

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Area of Science:

Medical Education
Professionalism Studies
Healthcare Ethics

Background:

Healthcare delivery and societal shifts pose threats to medical professionalism.
Explicit teaching of professionalism is now a global requirement for medical education.

Purpose of the Study:

To address challenges in defining and teaching medical professionalism.
To develop strategies for fostering professional identity in physicians.
To present principles and institutional experiences in teaching professionalism.

Main Methods:

Explicit instruction on professionalism's cognitive base (definitions, attributes, social contract).
Emphasis on experiential learning and reflective practice.
Case study of McGill University's comprehensive professionalism program.

Main Results:

Identified key challenges: defining professionalism and encouraging professional identity.
Advocated for a dual approach: explicit cognitive teaching and implicit experiential learning.
McGill University's program serves as a model for comprehensive professionalism education.

Conclusions:

Effective medical professionalism education requires both explicit knowledge transfer and implicit experiential development.
A clear definition and consistent behavioral demonstration are vital for professional identity.
Institutions can benefit from established principles and practical examples like McGill's program.