Teaching Medical Professionalism

doi:10.1017/CBO9780511547348

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Edited by Richard L. Cruess, McGill University, Montréal, Sylvia R. Cruess, McGill University, Montréal, Yvonne Steinert, McGill University, Montréal

Publisher: Cambridge University Press
Online publication date: September 2009
Print publication year: 2008
Online ISBN: 9780511547348
DOI: https://doi.org/10.1017/CBO9780511547348

Subjects: Medicine: General Interest, Medicine, Medical Law, Ethics and forensic Medicine

46.99 (GBP)

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Teaching Medical Professionalism
Edited by Richard L. Cruess, Sylvia R. Cruess, Yvonne Steinert
Online ISBN: 9780511547348

Book DOI: https://doi.org/10.1017/CBO9780511547348
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Until recently professionalism was transmitted by respected role models, a method that depended heavily on the presence of a homogeneous society sharing values. This is no longer true, and medical schools and postgraduate training programs in the developed world are now actively teaching professionalism to students and trainees. In addition, licensing and certifying bodies are attempting to assess the professionalism of practising physicians on an ongoing basis. This is the only book available to provide guidance to those designing and implementing programs on teaching professionalism. It outlines the cognitive base of professionalism, provides a theoretical basis for teaching the subject, gives general principles for establishing programs at various levels (undergraduate, postgraduate, and continuing professional development), and documents the experience of institutions who are leaders in the field. Teaching aids that have been used successfully by contributors are included as an appendix.

'The book is readable and well laid out although it is written from an academic perspective. It is, therefore, perhaps of most use to course designers, teaching leads, trainers and other medical educators who are grappling with these issues.'

Source: The Obstetrician and Gynaecologist online

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Teaching Medical Professionalism

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Contents

Frontmatter
pp i-iv

Contents
pp v-vi

List of Contributors
pp vii-viii

Foreword by William M. Sullivan
pp ix-xvi

Introduction
pp 1-4

PART ONE - WHAT IS TO BE TAUGHT
pp 5-6

1 - The Cognitive Base of Professionalism
pp 7-28

PART TWO - THEORY
pp 29-30

2 - Educational Theory and Strategies for Teaching and Learning Professionalism
pp 31-52

3 - Professionalism and the Socialization of Medical Students
pp 53-70

PART THREE - PRINCIPLES
pp 71-72

4 - Principles for Designing a Program for the Teaching and Learning of Professionalism at the Undergraduate Level
pp 73-92

5 - Resident Formation – A Journey to Authenticity: Designing a Residency Program That Educes Professionalism
pp 93-107

6 - Supporting Teaching and Learning of Professionalism – Changing the Educational Environment and Students' “Navigational Skills”
pp 108-123

7 - Assessment and Remediation in Programs of Teaching Professionalism
pp 124-149

8 - Developing Professionalism across the Generations
pp 150-164

9 - Faculty Development for Teaching and Learning Professionalism
pp 165-184

10 - The Relationship between Teaching Professionalism and Licensing and Accrediting Bodies
pp 185-199

11 - Educating the Public about Professionalism: From Rhetoric to Reality
pp 200-208

PART FOUR - PRACTICE: CASE STUDIES IN TEACHING PROFESSIONALISM ACROSS THE CONTINUUM
pp 209-210

12 - Teaching Professionalism in a Traditional or Organ-Based Curriculum
pp 211-224

13 - Learning Professionalism in a Problem-Based Curriculum
pp 225-245

14 - Teaching Professionalism and Fostering Professional Values during Residency: The McGill Experience
pp 246-262

15 - Continuing Professional Development: A Focus on Professionalism
pp 263-278

APPENDIX A - Definitions of Professionalism
pp 279-284

APPENDIX B - Core Attributes of Professionalism
pp 285-286

APPENDIX C - The Teaching of Professionalism: Vignettes for Discussion
pp 287-290

APPENDIX D - A Matrix for “Matching” Teaching Methods to Attributes
pp 291-291

APPENDIX E - Sample Grid for Use with Discussion of Vignettes
pp 292-293

APPENDIX F - Sample Questions to Guide Discussion about the Social Contract: Small-Group Leaders' Guide with Suggested Responses
pp 294-294

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