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Promoting faculty professionalism: a case-based approach.

Patricia M Dieter1, Nicholas M Hudak2, Peggy R Robinson2

  • 1Duke University School of Medicine, DUMC 104780, 27710, Durham, NC, USA. patricia.dieter@duke.edu.

Perspectives on Medical Education
|July 18, 2015
PubMed
Summary
This summary is machine-generated.

Routine discussions on faculty professionalism in health professions education are crucial. A proactive approach, integrating professionalism into regular meetings, benefits both new and experienced educators.

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Professionalism in Healthcare

Background:

  • Professionalism is a core competency for health professionals.
  • Faculty development in professionalism skills and behaviors is understudied.
  • Key aspects include boundaries, self-reflection, fitness for duty, and confidentiality.

Purpose of the Study:

  • To assess the impact of routine faculty professionalism discussions in a Physician Assistant Programme.
  • To evaluate faculty engagement with professionalism as a regular meeting topic.

Main Methods:

  • Faculty professionalism integrated as a routine agenda item in monthly meetings over five years.
  • Quarterly case discussions on faculty professionalism issues were conducted.
  • Faculty survey administered to gauge perceptions and engagement.

Main Results:

  • Routine inclusion of faculty professionalism validates its importance in daily practice.
  • A majority of faculty surveyed anticipated quarterly case discussions positively.
  • Discussed topics included admissions influence, social boundaries, civic professionalism, medical advice, and self-disclosure.

Conclusions:

  • A preventive strategy for faculty professionalism issues is more effective than a reactive one.
  • Regular discussions normalize professionalism, benefiting all faculty levels.
  • Recommends integrating faculty professionalism into regular faculty meeting agendas.