Advanced search
Publication Cover
Medical Teacher Volume 34, 2012 - Issue 2
Submit an article Journal homepage
16,759
Views
94
CrossRef citations to date
0
Altmetric
Web Papers: AMEE Guides

Integrating professionalism into the curriculum: AMEE Guide No. 61

Helen O'SullivanThe University of Liverpool, UK; HELEN O'sULLIVAN, BSc, PhD, MBA, is the Director for the Centre for Excellence in Evidence Based Learning and Teaching in the Faculty of Health and Life Sciences at the University of Liverpool. For the last four years she was Director of the Centre for Excellence in Developing Professionalism in the School of Medicine at Liverpool. Work there included developing innovative methods of developing and assessing professionalism in undergraduate medical students. Her research interests are in assessing professionalism; specifically investigating how simulation can be used to assess team work and leadership abilities and looking at the role of emotional intelligence in promoting professionalism.Correspondence[email protected]
,
Walther van MookMaastricht University, The Netherlands; WALTHER VAN MOOK, MD, is an Internist-Intensivist, in the Department of Intensive Care Medicine, at the Maastricht University Medical Centre. He joined the Professional Behaviour Committee of the Faculty of Health, Medicine and Life Sciences (FHML) as a member in 2002, and as Chair in 2004. Under the guidance of his promoters (Prof. Dr. L. Schuwirth, Prof. Dr. C. van der Vleuten and Prof. Dr. J.H. Zwaveling), he is now finalising his dissertation on professional behaviour. He was a member of an International group at the Ottawa conference 2010 who worked to make recommendations for the assessment of Professionalism. He was a member of the Steering Committee of the Competence Based Training programme for Intensive Care Medicine in Europe (CoBaTrICE) of the European Society for Intensive Care Medicine (ESICM) for which he chaired the working group on workplace-based assessment. His future focus in medical education research and development will be on diverse aspects of postgraduate specialist training in general, and in intensive care medicine specifically.
,
Ray FewtrellThe University of Liverpool, UK; RAY FEWTRELL, BSc, is a Research Fellow within the Institute of Teaching and Learning, Faculty of Health and Life Sciences, University of Liverpool. Following the completion of his computer science degree, he joined the School of Medicine in 1996 to develop electronic educational resources for the medical students. He is currently undertaking his PhD on portfolios and the development of reflective practice in undergraduate medical students. His research interests include assessment, portfolios, reflective practice, experiential learning and professionalism. He is a member of the clinical programme committee, the clinical team and the special study co-ordinating group within the School. He is also actively involved with medical student education, with medical student problem-based learning facilitation, convening student special study modules, assessment of professional reflective portfolios and admissions interviewing. He is actively involved in the wider medical education community presenting at national and international conferences over the past seven years.
&
Val WassKeele Univeristy, UK; VAL WASS, FRCGP, FRCP, MHPE, PhD, is a General Practitioner who has increasingly pursued a career in medical education. Currently she is Head of the School of Medicine at Keele University. She completed a Masters in Health Profession Education in Maastricht and subsequently a PhD on assessment methodology. The challenge of both learning and assessing professionalism in our increasingly globalised diverse Society has become a focus of escalating interest. She was a member of the Royal College of Physicians Working Party on re-evaluating Professionalism for Doctors in the twenty-first Century and of an International group at the Ottawa conference 2010 who worked to make recommendations for the assessment of Professionalism.
Pages e64-e77 | Published online: 30 Jan 2012

References

  • Accreditation Council for Graduate Medical Education. 1999. ACGME Outcome Project enhancing residency education through outcomes assessment: General competencies. [Accessed 13 February 2010] Available from http://www.acgme.org/outcome/comp/compFull.asp.
  • Adams J, Schmidt T, Sanders A, Larkin GL, Knopp R. Professionalism in emergency medicine: SAEM Ethics Committee, Society for Academic Emergency Medicine. Acad Emerg Med 1998; 5: 1193–1199
  • American Board of Internal Medicine. Committee on Evaluation of Clinical Competence. Project professionalism. ABIM, Philadelphia 1995
  • Arnold L. Assessing professional behaviour: Yesterday, today, and tomorrow. Acad Med 2002; 77: 502–515
  • Arnold EL, Stern DT. What is medical professionalism?. Measuring medical professionalism, DT Stern. Oxford University Press, New York 2006; 15–38
  • Arora S, Ashrafian H, Davis R, Athanasiou T, Darzi A, Sevdalis N. Emotional intelligence in medicine: A systematic review through the context of the ACGME competencies. Med Educ 2010; 44: 749–764
  • Baldwin DC, Daugherty SR, Rowley BD, Schwarz MD. Cheating in medical school: A survey of second-year students at 31 schools. Acad Med 1996; 71: 267–273
  • Bar-On R. Bar-on emotional quotient inventory (EQI). Technical manual. Multi-Health Systems, TorontoCanada 1997
  • Bloom SW. Professionalism in the practice of medicine. Mt Sinai J Med 2002; 69: 398–403
  • Boenink AD, de Jonge P, Smal K, Oderwald A, van Tilburg W. The effects of teaching medical professionalism by means of vignettes: An exploratory study. Med Teach 2005; 27: 429–432
  • Brainard AH, Brislen HC. Viewpoint: Learning professionalism: A view from the trenches. Acad Med 2007; 82: 1010–1014
  • Brownell AKW, Cote LMSW. Senior residents' views on the meaning of professionalism and how they learn about it. Acad Med 2001; 76: 734–737, (My Endnote file mentions only A Brownell, and L Cote)
  • CanMEDS (Canadian Medical Education Directions for Specialists) The Royal College of Physicians and Surgeons in Canada. 2006. CanMEDS 2000 project. [Accessed 10 October 2010] Available from http://rcpscmedicalorg/canmeds/indexphp.
  • Chin J. Medical professionalism in the internet age. Ann Acad Med Singapore 2010; 39: 345–7
  • Cohen, Jordan J. Our Compact with Tomorrow's Doctors Academic Medicine. 77(6):475–480, June 2002.
  • Cohen J. Professionalism in Med Educ, an American perspective: From evidence to accountability. Med Educ 2006; 40: 607–617
  • Cruess SR, Cruess RL. Professionalism must be taught. BMJ 1997; 315: 1674–1677
  • Cruess RL, Cruess SR, Johnston SE. Professionalism: An ideal to be sustained. Lancet 2000; 356: 156–159
  • Cruess RL. Teaching professionalism: Theory, principles, and practices. Clin Orthopaedics Related Res 2006; 449: 177–185
  • Cruess RL, McIlroy J, Cruess S, Ginsburg S, Steinert Y. The professionalism mini-evaluations exercise: A preliminary investigation. Acad Med 2006; 81: S74–S78
  • Edelstein SB, Stevenson JM, Broad K. Teaching professionalism during anesthesiology training. J Clin Anesth 2005; 17: 392–398
  • Emanuel EJ, Emanuel LL. What is accountability in health care?. Ann Intern Med 1996; 124: 229–239
  • Esen U. Online postings and medical professionalism. Brit J Hospital Med 2010; 71: 366–367
  • Feudtner C, Christakis DA, Christakis NA. Do clinical clerks suffer ethical erosion? Students' perceptions of their ethical environment and personal development. Acad Med 1994; 69: 670–679
  • Finn G, Sawdon M, Clipsham L, McLachlan J. Peer estimation of lack of professionalism correlates with low Conscientiousness Index scores. Med Educ 2009; 43: 960–967
  • Flach DH, Smith MF, Smith WG, Glasser ML. Faculty mentors for medical students. J Med Educ 1982; 57: 514–520
  • Fletcher I, Leadbetter P, Curran A, O'Sullivan H. A pilot study assessing emotional intelligence training and communication skills with 3rd year medical students. Patient Educ Counsel 2009; 76: 376–379
  • Fox E, Arnold RM, Brody B. Medical ethics education: Past, present, and future. Acad Med 1995; 70: 761–769
  • Freedman A, Adam C. Learning to write professionally: ‘Situated learning’ and the transition from university to professional discourse. J Business Technical Commun 1996; 10: 395–427
  • Garner J, O'sullivan H. Facebook and the professional behaviours of undergraduate medical students. Clin Teach 2010; 7: 112–115
  • Gauger P, Gruppen L, Minter R, Colletti L, Stern D. Initial use of a novel instrument to measure professionalism in surgical residents. Amer J Surgery 2005; 189: 479–478
  • General Medical Council. 2006. Good medical practice. Available from http://www.gmc-uk.org/static/documents/content/GMP_0910.pdf last accessed 13.1.12.
  • General Medical Council. Tomorrow's doctors: Education outcomes and standards for undergraduate. Med Educ. 2009, ISBN: 978-0-901458-36-0
  • Ginsburg S, Regehr G, Hatala R, McNaughton N, Frohna A, Hodges B, Lingard L, Stern D. Context, conflict, and resolution: A new conceptual framework for evaluating professionalism. Acad Med 2000; 75: S6–S11
  • Glicken AD, Merenstein GB. Addressing the hidden curriculum: Understanding educator professionalism. Med Teach 2007; 29: 54–57
  • Goldie J, Schwartz L, Morrison J. A process evaluation of medical ethics education in the first year of a new medical curriculum. Med Educ 2000; 34: 468–473
  • Goldie J, Dowie A, Cotton P, Morrison J. Teaching professionalism in the early years of a medical curriculum: A qualitative study. Med Educ 2007; 41: 610–617
  • Hafferty FW, Franks R. The hidden curriculum, ethics teaching, and the structure of Med Educ. Acad Med 1994; 69: 861–871
  • Hafferty F. Measuring medical professonalism: A commentary. Measuring medical professionalism, DT Stern. Oxford University Press, New York 2006; 281–306
  • Hain R, 2008. RE: Cardiff student lead professionalism. [email] (Personal communication 24/11/2008)
  • Harden RM. Integrated teaching – What do we mean? A proposed taxonomy. Med Educ 1998; 32: 216–217
  • Harden RM. 'What is a spiral curriculum?'. Med Teach 1999; 21: 141–143
  • Hilton SR, Slotnick HB. Proto-professionalism: How professionalisation occurs across the continuum of Medical Education. Med Educ 2005; 39: 58–65
  • Hodges BD, Ginsburg S. International Ottawa conference (Miami 2010) professionalism theme working group (IOC-PWG) recommendations for assessment. Med Teach: 2011; 33(5)354–363
  • Huber SJ. The white coat ceremony: A contemporary medical ritual. J Med Ethics 2003; 29: 364–366
  • Huddle T. Viewpoint: Teaching professionalism: Is medical morality a competency?. Acad Med 2005; 80: 885–891
  • Irvine D. The performance of doctors: Professionalism and self regulation in a changing world. BMJ 1997; 314: 1540–1542
  • Jha V, Bekker HL, Duffy SRG, Roberts TE. Perceptions of professionalism in medicine: A qualitative study. Med Educ 2006; 40: 1027– 1036
  • Jha V, Bekker H, Duffy S, Roberts T. A systematic review of studies assessing and facilitating attitudes towards professionalism in medicine. Med Educ 2007; 41: 822–829
  • Kassebaum DG, Cutler ER. On the culture of student abuse in medical school. Acad Med 1998; 73: 1149–1158
  • Kolb DA, Boyatzis RE, Mainemelis C. Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles, RJ Sternberg, LF Zhang. Lawrence Erlbaum Associates, Mahwah, NJ 2001; 227–47
  • Kovach R, Resch D, Verhulst S. Peer assessment of professionalism: A five-year experience in medical clerkship. J Gen Internal Med 2009; 24: 742–746
  • Lave J, Wegner E. Situated learning: Legitimate peripheral participation. Cambridge University Press, Cambridge 1991
  • Lee AG, Beaver HA, Boldt HC, Olsen R, Oertting TA, Abramoff M, Carter K. Teaching and assessing professionalism in ophthalmology residency training programmes. Surv Ophthalmol 2007; 52: 300–314
  • Lempp H, Seale C. The hidden curriculum in undergraduate medical education: Qualitative study of medical students' perceptions of teaching. BMJ 2004; 329: 770–773
  • Lewis N, Rees C, Hudson J, Bleakley A. Emotional intelligence in medical education: Measuring the unmeasurable?. Adv Health Sci Educ 2005; 10: 339–355
  • Lublin JR. Role modelling: A case study in general practice. Med Educ 1992; 26(2)116–122
  • Lynch D, Surdyk P, Eiser A. Assessing professionalism: A review of the literature. Med Teach 2004; 26: 366–373
  • McLachlan JCP, Finn G, MacNaughton JMB. The conscientiousness index: A novel tool to explore students' professionalism. Acad Med 2009; 84: 559–565
  • Maudsley G, Strivens J. Promoting professional knowledge, experiential learning and critical thinking for medical students. Med Educ 2000; 34: 535–544
  • Mondoux S, 2010. Canadian Federation of Medical Students Guide to Medical Professionalism. Postition Papers. Ottowa
  • Moon J. Reflection in learning and professional development: Theory and practice. Kogan Page, Oxon 1999
  • Norcini J, Blank L, Arnold G, Kimball H. The Mini-CEX (Clinical Evaluation Exercise): A preliminary investigation. Ann Intern Med 1995; 123: 795–799
  • Pant M, Nesargikar PN, Cocker DM. Team assessment behaviour (TAB) as an assessment tool: A critical evaluation. BJMP 2009; 2(3)35–37
  • Papadakis MA, Hodgson CSP, Teherani AP, Kohatsu N. Unprofessional behavior in medical school is associated with subsequent disciplinary action by a state medical board. Acad Med 2004; 79: 244–249
  • Pellegrino ED, Relman AS. Professional medical associations: Ethical and practical guidelines. JAMA 1999; 282: 984–986
  • Pellegrino ED. Professionalism, profession and the virtues of the good physician. The Mt Sinai J Med 2002; 69: 378–384
  • Phelan S, Obenshain SS, Galey WR. Evaluation of the noncognitive professional traits of medical students. Acad Med 1993; 68: 799–803
  • Project Medical Professionalism. Medical professionalism in the new millennium: A physicians' charter. Lancet 2002; 359: 520–522
  • Relman AS. Education to defend professional values in the new corporate age. Acad Med 1998; 73: 1229–1233
  • Rhodes R. Enriching the white coat ceremony with a module on professional responsibilities. Acad Med 2001; 76: 504–505
  • Roberts LW, Green Hammond KA, Geppert CMA, Warner TD. The positive role of professionalism and ethics training in med educ: A comparison of medical student and resident perspectives. Acad Psychiatry 2004; 28: 170–182
  • Robins L, Braddock C, Fryer-Edwards K. Using the American board of internal medicine's ‘Elements of professionalism’ for undergraduate ethics education. Acad Med 2002; 77: 523–531
  • Robinson DL, Garner J, O'Sullivan HM. Safety first! Professional behaviour of medical students online. Annual scientific meeting of Association for the Study of Medical Education, 21–23 July 2010. Robinson College, Association for the Study of Medical Education, CambridgeUK 2010
  • Roeske NA, Lake K. Role models for women medical students. Med Educ 1977; 52(6)459–466
  • Rogoff B. Observing sociocultural activity on three planes: Participatory appropriation, guided participation, apprenticeship. Sociocultural studies of mind, JW Wertsch, A Alvarez, P del Rio. Cambridge University Press, Cambridge 1995; 139164
  • Rowley BD, Baldwin DC, Jr., Bay RC. Can professional values be taught? A look at residency training. Clin Orthop Relat Res 2000; 378: 110–114
  • Royal College of Physicians. 2005. Doctors in society: medical professionalism in a changing world. Report of a Working Party of the Royal College of Physicians of London. Available from London http://bookshop.rcplondon.ac.uk/contents/pub75-241bae2f-4b63-4ea9-8f63-99d67c573ca9.pdf last accessed 13.1.12.
  • Salovey P, Mayer J, Goldman S, Turvey C, Palfai T. Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. Emotion, discosure, and health, J Pennebaker. American Psychological Association, Washington, DC 1995; 125–154
  • Schönrock-Adema J, Heijne-Penninga M, van Duijn MAJ, Geertsma J, Cohen-Schotanus J. Assessment of professional behaviour in undergraduate medical education: Peer assessment enhances performance. Med Educ 2007; 41: 836–842
  • Seabrook MA. Medical teachers' concerns about the clinical teaching context. Med Educ 2003; 37: 213–222
  • Sierles F, Hendrickx I, Circle S. Cheating in medical school. J Med Educ 1980; 55: 124–125
  • Simpson DE, Yindra KJ, Towne JB, Rosenfeld PS. Medical students' perceptions of cheating. Acad Med 1989; 64: 221–222
  • Sohl P, Bassford HA. Codes of medical ethics: Traditional foundations and contemporary practice. Social Sci Med 1986; 22(11)1175–9
  • Steinert Y, Cruess S, Snell L. Faculty development for teaching and evaluating professionalism: From programme design to curriculum change. Med Educ 2005; 39: 127–136
  • Stephenson AE, Adshead LE, Higgs RH. The teaching of professional attitudes within UK medical schools: Reported difficulties and good practice. Med Educ 2006; 40: 1072–1080
  • Stern DT. Values on call: A method for assessing the teaching of professionalism. Acad Med 1996; 71: S37–S39
  • Stern DT. Culture, communication, and the informal curriculum: In search of the informal curriculum: When and where professional values are taught. Acad Med 1998; 73: S28–S30
  • Stern DT. Measuring medical professionalism. Oxford University Press, Oxford 2006
  • Stern DT, Papadakis M. The developing physician – Becoming a professional. N Engl J Med 2006; 355: 1794–1799
  • Sulmasy DP, Geller G, Levine DM, Faden RR. A randomized trial of ethics education for medical house officers. J Med Ethics 1993; 19: 157–163
  • Swick HM, Szenas P, Danoff D, Whitcomb ME. Teaching professionalism in undergraduate medical education. JAMA 1999; 282: 830–832
  • Tsugawa Y, Tokuda Y, Ohbu S, Okubo T, Cruess R, Cruess S, Ohde S, Okada S, Hayashida N, Fukui T. Professionalism mini-evaluation exercise for medical residents in Japan: A pilot study. Med Educ 2009; 43: 968–978
  • van der Vleuten C, Schuwirth L. Assessing professional competence: From methods to programme. Med Educ 2005; 39: 309–317
  • van Luijk SJ, ed. 2005. Professional behaviour: Teaching, assessing and coaching students. Final Report of the Project Team Consilium Abeundi, appointed by the Netherlands Council of Medical Deans of the Dutch Federation of University Medical Centres. Maastricht: University Press Maastricht.
  • van Luijk SJ, Smeets JGE, Smits J, Wolfhagen I, Perquin MLF. Assessing professional behaviour and the role of academic advice at the Maastricht Medical School. Med Teach 2000; 22: 168–172
  • van Mook W, de Grave WS, Huijssen-Huisman E, de Witt-Luth M, Dolmans DHJM, Muijtjens AMM, Schuwirth LW, van der Vleuten CPM. Factors inhibiting assessment of students' professional behaviour in the tutorial group during problem-based learning. Med Educ 2007; 41: 849–856
  • van Mook W, de Grave W, Wass V, Harm Zwaveling J, Schuwirth LW, van der Vleuten CPM. Professionalism: Evolution of the concept. Eur J Int Med 2009a; 20: e81–e84
  • van Mook W, van Luijk SJ, O'Sullivan HM, Wass V, Harm Zwaveling J, Schuwirth LW, van der Vleuten CPM. The concepts of professionalism and professional behaviour: Conflicts in both definition and learning outcomes. Eur J Int Med 2009b; 20: e85–e89
  • van Mook W, van Luijk SJ, O'Sullivan HM, Wass V, Schuwirth LW, van der Vleuten CPM. General considerations regarding assessment of professional behaviour. Eur J Int Med2009, 20 2009c; 4: e90–e95
  • van Mook W, de Grave WS, van Luijk SJ, O'Sullivan HM, Wass V, Schuwirth LW, van der Vleuten CPM. Training and learning professionalism in the medical school curriculum: Current considerations. Eur J Int Med 2009d; 20: e96–e100
  • van Mook W, Scheltus J, van Luijk SJ, O'Sullivan HM, Wass V, Schuwirth LW, van der Vleuten CPM. Teaching and learning professional behaviour in practice. Eur J Int Med 2009e; 20: e105–e111
  • van Mook W, Gorter SL, O'Sullivan HM, Wass V, Schuwirth LW, van der Vleuten CPM. Approaches to professional behaviour assessment: Tools in the professionalism toolbox. Eur J Int Med 2009f; 20: e153–e158
  • van Mook W, Gorter SL, O'Sullivan HM, Wass V, Schuwirth LW, van der Vleuten CPM. Professionalism beyond medical school: An educational continuum?. Eur J Int Med 2009g; 20: e148–e152
  • Veloski J, Fields S, Boex J, Blank L. Measuring professionalism: A review of studies with instruments reported in the literature between 1982 and 2002. Acad Med 2005; 80: 366–370
  • Wallace D, Paulson R, Lord C, Bond CJ. Which behaviors do attitudes predict? Meta-analyzing the effects of social pressure and perceived difficulty. Rev Gen Psychol 2005; 9: 214–227
  • Wenger E. Communities of practice: Learning, meaning, and identity. Cambridge University Press, Cambridge 1999
  • Whitehouse A, Hassell A, Wood L, Wall D, Walzman M, Campbell I. Development and reliability testing of TAB a form for 360 degree assessment of Senior House Officers' professional behaviour, as specified by the General Medical Council. Med Teach 2005; 27: 252–258
  • Wilkes M, Raven B. Understanding social influence in medical education. Acad Med 2002; 77: 481–488
  • Williams S. Tweeting into trouble. New Doctor 2010; 3: 6–7
  • Wright S. Examining what residents look for in their role models. Acad Med 1996; 71: 290–292
  • Wright S, Kern DE, Kolodner KB, Howard DM, Brancati FL. Attributes of excellent role models: A case-control study. J Gen Internal Med 1997; 12(Suppl 2)S1–S4
  • Wynia MK, Latham SR, Kao AC, Kao AC, Berg JW, Emanuel LL. Medical professionalism in society. N Engl J Med 1999; 341: 1612–1616

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.