Residents' perspective on professionalism in the learning environment

Area of Science:

• Medical Education
• Professionalism in Medicine
• Healthcare Quality

Background:

• Accrediting bodies mandate teaching hospitals foster professionalism in trainees and faculty.
• The learning environment's impact on professionalism is crucial for medical education.
• Understanding resident perspectives is key to improving professionalism training.

Purpose of the Study:

• To analyze the learning environment of professionalism from residents' viewpoints.
• To assess resident perceptions of commitment to professionalism at personal, program, and institutional levels.
• To identify factors influencing professionalism, including role modeling and educational offerings.

Main Methods:

• An anonymous online survey was distributed to all residents at the University of Virginia (2013-14).
• Survey items explored personal/program/institutional commitment, education, role modeling, and barriers.
• Data from 365 residents (47% response rate) were analyzed.

Main Results:

• Residents rated their personal and program commitment to professionalism significantly higher than the institution's (p < 0.001).
• Only 25% of faculty consistently modeled professionalism; over half of residents felt poor role modeling negatively impacted their attitudes.
• Areas needing improvement include cross-cultural patient communication and inter-professional teamwork.

Conclusions:

• Despite accreditation standards, a gap exists between institutional commitment and resident perceptions of professionalism.
• Faculty role modeling is a critical factor influencing resident attitudes toward professionalism.
• Targeted interventions addressing institutional culture and specific skill deficits are needed to enhance professionalism in medical training.