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2003, Cambridge Quarterly of Healthcare Ethics
Medicine is in a very self-reflective mood. There is a revival of interest not only in medical ethics (a.k.a. bioethics) but also in medical history, the Hippocratic corpus, and various kinds of literature that indicate physicians are reexamining the foundations of medicine and what it is that gives meaning to medicine. That is, they are reexamining the physician's vocation, in the true sense of vocation as a calling. This interest has coincided with the concern of third parties such as accreditation agencies about the professionalism of physicians.
SBV Journal of Basic, Clinical and Applied Health Science, 2019
One of the widely debated issues in current times is medical professionalism. While medical professionals have proved their mettle as teachers, researchers, or patient care providers, the public perception is different and plagued by mistrust. We wish to present a series of articles to paint a neutral and holistic picture of the problem. In the present article, we explore the meaning of medical professionalism, which is still an enigma for many. Next, we identify the various factors that have led to the perceived "lack of professionalism" in various domains of functioning of a medical faculty. The factors contributing to this perception are quite complex, interrelated ,and often rooted outside the ambit of medical education. Nevertheless, they call for a multipronged strategy and collective participation of all stakeholders, the faculty, students, medical establishments, regulators, and civil society for upholding the image of this noble profession.
MedEdPublish, 2016
Background: Medical profession has always enjoyed a noble and privileged status in the society. But in the recent decades, there has been a growing concern about infringement of professional values. Medical schools face the pressing need to address this by teaching professionalism to tomorrow's doctors. It is imperative to know the attitude of the millennial students and faculty towards professionalism in order to design the teaching learning activities. Aim of this study is to elicit: the perceptions of professional values by medical students in different Years of medicine (males and 1. females); any change in the attitude of students to professionalism with advancing Years; 2. the perceptions of professional values by Faculty members (preclinical and clinical); 3. the preferred method of teaching and learning professionalism among medical students and staff. 4. Methodology: A cross sectional study was conducted using the PSCOM 1 (Pennsylvania State College of Medicine) questionnaire. Study population consisted of Year 3 (n=130) and Year 5 (n=120) medical students in a Malaysian Medical University in addition to Preclinical staffs (n=30) and Clinicians (n=26). Results: Students in both Years rated well all the attributes but perceptions of Year 5 students differed significantly from that of Year 3 students in two domains. Senior students showed lower scores in areas of equity (p=0.001) and altruism (p=0.006) than juniors. The overall perceptions of staff were similar but clinicians scored higher than the preclinical teachers in the perceptions of duty, enrichment and respect (Table 4). Role modelling topped the list of the preferred teaching learning activity by the students and the faculty. Seminars were the least preferred option by the students. Conclusion: Students' perceptions of professional values changes with advancing Years. This issue may be addressed by appropriate role modeling by physicians, faculty training in professionalism, case studies in areas of
Education in Medicine Journal, 2013
Recent accreditation standards have changed for all US and Canadian medical schools and residency programs. Newly mandated knowledge, skills, behavior, and attitudes required of the learner to become a medical professional are permeated with professionalism and associated curricular themes. The art of medicine now emphasizes humanistic skills, ethical precepts, and principle-based values. To this end, this chapter calls for enhanced learner collaboration with educators, as well as a required longitudinal ethics curriculum and medical apprenticeship for all phases of medical education. These efforts can thereby result in greater moral reflection on professionalism and its successful assimilation into clinical practice.
Despite considerable advances in the incorporation of professionalism into the formal curriculum, medical students and residents are too often presented with a mechanical, unreflective version of the topic that fails to convey deeper ethical and humanistic aspirations. Some misunderstandings of professionalism are exacerbated by commonly used assessment tools that focus only on superficially observable behaviour and not on moral values and attitudes.Methods Following a selective literature review, we engaged in philosophical ethical analysis to identify the key precepts associated with professionalism that could best guide the development of an appropriately reflective curriculum.ResultsThe key precepts needed for a robust presentation of professionalism can be grouped under two headings: ‘Professionalism as a trust-generating promise’ (representing commitment to patients’ interests, more than a mere business, a social contract, a public and collective promise, and hard work), and ‘Professionalism as application of virtue to practice’ (based on virtue, deeper attitudes rather than mere behaviour, and requiring of practical wisdom).Conclusions These key precepts help students to avoid many common, unreflective misunderstandings of professionalism, and guide faculty staff and students jointly to address the deeper issues required for successful professional identity formation.
We propose that the various meanings of ‘professionalism’ in the literature can usefully be grouped as 1) professionalism denoting ‘excellence in medical practice’ and 2) professionalism as it relates to ‘meeting certain standards.’ These groupings lead to two complementary pedagogical goals and teaching strategies in terms of inspiration and discernment. These strategies address both the need for an aspirational goal, and for achievable standards in attaining clinical competence, understanding of ethics, and skills in communication. Achieving these standards then provides a base for the eventual expression of professionalism which is understood in terms of virtues—such as excellence, humanism, accountability and altruism. Some of the implications for medicine as a profession are discussed if it is to claim these virtues in professional practice. We suggest that disciplinary issues be dealt with separately from teaching programmes as they relate (in most cases) to a small proportion...
WISSENSCHAFTLICHE ERGEBNISSE UND ERRUNGENSCHAFTEN: 2020 - BAND 3, 2020
Academic Medicine, 2007
The virtues that constitute medical professionalism have been aptly described in multiple position statements from professional organizations and individuals. These professional virtues depend on particular moral community traditions to undergird and sustain them. Attempts to ground these virtues in narratives intrinsic to medical practicein the moral consensus of physicians or patients, in the self-regulating character of medicine as a profession, in the Hippocratic tradition, or in the physicianpatient encounter-have been unsuccessful. Modern medicine must, therefore, look outside its own methodological and clinical practices for grounding narratives sufficient to sustain the professional virtues set forth in the recently published professionalism statements. These professionalism statements are written to capture consensus, and they rarely acknowledge the external moral traditions on which the virtues depend, because doing so would, in a pluralistic culture, entail the risk of moral disagreement and division. The authors argue that meaningful education in professionalism must look beyond the consensus statements and deeply engage the particular cultural traditions external to the practice of medicine that sustain the professional virtues. Medical professionalism curricula should embody an open pluralism, giving voice to diverse moral communities, encouraging critical self-exploration and discussion about the truth claims of these communities, and, if possible, facilitating the integration of students' professional development with their ongoing participation in these communities. Engagement with and participation in these sustaining moral communities would promote the cultivation of virtue capable of withstanding the economic and social threats to professionalism that are inherent in modern medical practice.
MedEdPublish, 2021
Dynamic approaches are required in teaching professionalism to medical students. Awareness of this issue has both arisen from and generated by a dramatic increase in publications relating to professionalism teaching in medical education. This report explores the current state of defining professionalism and shows that current literature reveals a strong proclivity to adopting "Communities of Practice" as the learning paradigm most likely to successfully instil professional values. This pedagogy is then critiqued with regards to the requirement of an undergraduate curriculum with the conclusion that Communities of Practice should be pertinent to successfully empowering medical students' professionalism.
The values of American culture have changed and this has led since 1970 to a competition with traditional medical values. The social forces that have stirred a reconsideration of core medical values come from 1. economic, 2. institutional and 3. life style sources and is related to efforts by non-service providers to gain profits from medical services and the attempts by both governmental and non-governmental sources to control the cost of medical care. The actions of physicians will be assessed based on how well their behavior conforms to the ethical precepts of the profession. Being instructed in what the ethical precepts are and in how they were derived should contribute to establishing the expectations for what is expected of the physician. In order to delineate medical professionalism for the practitioner and the student we will explore: 1) the sources from which medical professionalism were derived, 2) the attempts to define medical professionalism, 3) conceptual approaches to medical professionalism, 4) the process of change in the scope of medical professionalism in the 20 th century, and 5) attempts to teach medical professionalism. The intrusion of cost into medical care has been the key challenge to professionalism.
2004
Concerns about professionalism in medicine have made necessary the explicit teaching and learning of ethics, professionalism and personal development. The noble profession of medicine, taken up as a "calling" by those who are expected to put the needs of the patient above their own, appears to have become a fees-for-service business model and trade. Parental expectations, the diminishing sense of
Family Medicine, 2011
Professionalism in Medicine
The virtual mentor : VM, 2006
Medical Education, 2013
reflection across boundaries. J Interprof Care 2009;23 (5): 455-73. 12 Simanton E, Hansen L. Long-term retention of information across the undergraduate medical school curriculum. S D Med 2012;65 (7):261-3.
JAMA, 2015
A comprehensive discussion of professionalism in medicine must include its impact on successive generations of physicians. Fifty years ago, doctors acting professionally emphasized medicine as a calling and an ability to act as the authority for patients in crisis at home and in hospitals.Therapeutic options were limited relative to the modern era, and the laying on of hands was practiced as science and art. Today, doctors balance increasing demands on time and efficiency with the sense of primacy of patient care.Technological innovation and patients' increasing access to medical knowledge through varying media of inconsistent quality challenge physicians in novel ways. Fifty years in the future, doctors will have access to vast amounts of information through a multitude of noninvasive diagnostics. Progressively more personalized medicine should inspire doctors to become even more adept at communicating effectively with patients. Professionalism in medicine throughout these generations embodies similar fundamental behaviors, such as demonstrating compassion, respect, and humility; adhering to high ethical and moral standards; subordinating personal interest to that of others; and reflecting on actions and decisions. Despite the dynamic nature of the profession itself, the omnipresent need for such traits will define medical professionalism for decades to come. U NDERSTANDING PROFESSIONALISM in modern medicine occupies a great deal of attention in medical education, research, and practice. A universally recognized definition eludes the profession, but professionalism itself may be considered in the context of the era in which it applies.This exploration of pro
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