1,478
Views
10
CrossRef citations to date
0
Altmetric
Research Articles

Speaking up: using OSTEs to understand how medical students address professionalism lapses

, , , , , , , & show all
Article: 32610 | Received 15 Jun 2016, Accepted 26 Sep 2016, Published online: 03 Nov 2016

References

  • Papadakis MA, Hodgson CS, Teherani A, Kohatsu ND. Unprofessional behavior in medical school is associated with subsequent disciplinary action by a state medical board. Acad Med. 2004; 79: 244–9.
  • Duff P. Teaching and assessing professionalism in medicine. Obstet Gynecol. 2004; 104: 1362–6.
  • Prislin MD, Lie D, Shapiro J, Boker J, Radecki S. Using standardized patients to assess medical students’ professionalism. Acad Med. 2001; 76: S90–2.
  • Swick H. Toward a normative definition of medical professionalism. Acad Med. 2000; 75: 612–16.
  • Ginsburg S, Regehr G, Stern D, Lingard L. The anatomy of the professional lapse: bridging the gap between traditional frameworks and students’ perceptions. Acad Med. 2002; 77: 516–22.
  • Hilton SR, Slotnick HB. Proto-professionalism: how professionalisation occurs across the continuum of medical education. Med Educ. 2005; 39: 58–65.
  • Cruess SR, Cruess RL. Professionalism must be taught. Br Med J. 1997; 315: 20–7.
  • Task Force on the Clinical Education of Medical Students. Recommendations for clinical skills curricula for undergraduate medical education. 2005; Washington, DC: American Association of Medical Colleges.
  • Inui TS, Cottingham AH, Frankel RM, Litzelman DK, Mossbarger DL, Suchman AL, etal., Wear D, Aultman JM. Educating for professionalism at Indiana University School of Medicine: feet on the ground and fresh eyes. Professionalism in medicine: critical perspectives. 2006; New York: Springer. 165–84.
  • Bleakley A, Bligh J. Student learning from patients: let's get real in medical education. Adv Health Sci Educ. 2008; 13: 89–107.
  • Hodges D, McLachlan JC, Finn GM. Exploring reflective ‘critical incident’ documentation of professionalism lapses in a medical undergraduate setting. BMC Med Educ. 2009; 9: 44.
  • Hoffman LA, Shew RL, Vu TR, Brokaw JJ, Frankel RM. Is reflective ability associated with professionalism lapses during medical school?. Acad Med. 2016; 91: 853–7.
  • Kuczewski M. Wear D, Aultman JM. The problem with evaluating professionalism. Professionalism in medicine: critical perspectives. 2006; New York, NY: Springer. 185–98.
  • Arnold L. Assessing professional behavior: yesterday, today, and tomorrow. Acad Med. 2002; 77: 502–15.
  • Prislin MD, Fitzpatrick C, Giglio M, Lie D, Radecki S. Initial experience with a multi-station objective structured teaching skills evaluation. Acad Med. 1998; 73: 1116–18.
  • Zackoff M, Jerardi K, Unaka N, Sucharew H, Klein M. An observed structured teaching evaluation demonstrates the impact of a resident-as-teacher curriculum on teaching competency. Hosp Pediatr. 2015; 5: 342–7.
  • Lu WH, Mylona E, Lane S, Wertheim WA, Baldelli P, Williams PC. Faculty development on professionalism and medical ethics: the design, development, and implementation of Objective Structured Teaching Exercises (OSTEs). Med Teach. 2014; 36: 876–82.
  • Trowbridge RL, Snydman LK, Skolfield J, Hafler J, Bing-You RG. A systematic review of the use and effectiveness of the Objective Structured Teaching Encounter. Med Teach. 2011; 33: 893–903.
  • Ende J. Feedback in clinical medical education. JAMA. 1983; 250: 777–81.
  • Schmutz J, Eppich WJ, Hoffmann F, Heimberg E, Manser T. Five steps to develop checklists for evaluating clinical performance: an integrative approach. Acad Med. 2014; 89: 996–1005.
  • Saldana J. The coding manual for qualitative researchers. 2016; Thousand Oaks, CA: Sage. 3rd ed.
  • Patton MQ. Enhancing the quality and credibility of qualitative analysis. Health Serv Res. 1999; 34(Pt 2): 1189–208.
  • Wilson-Stronks A, Lee KK, Cordero CL, Kopp AL, Galvez E. One side does not fit all: meeting the health care needs of diverse populations. 2008; Oakbrook Terrace, IL: The Joint Commission.
  • Karimi Z, Ashktorab T, Mohammadi E, Abedi HA. Using the hidden curriculum to teach professionalism in nursing students. Iran Red Crescent Med J. 2014; 16: e15532.
  • Rogers DA, Boehler ML, Roberts NK, Johnson V. Using the hidden curriculum to teach professionalism during the surgery clerkship. J Surg Educ. 2012; 69: 423–7.
  • Kittmer T, Hoogenes J, Pemberton J, Cameron BH. Exploring the hidden curriculum: a qualitative analysis of clerks’ reflections on professionalism in surgical clerkship. Am J Surg. 2013; 205: 426–33.
  • Wear D, Aultman JM. Professionalism in medicine: critical perspectives. 2006; New York: Springer.
  • Charon R. Narrative medicine: honoring the stories of illness. 2006; New York: Oxford University Press.