Book contents
- Frontmatter
- Contents
- List of Contributors
- Foreword by William M. Sullivan
- Introduction
- PART ONE WHAT IS TO BE TAUGHT
- PART TWO THEORY
- PART THREE PRINCIPLES
- 4 Principles for Designing a Program for the Teaching and Learning of Professionalism at the Undergraduate Level
- 5 Resident Formation – A Journey to Authenticity: Designing a Residency Program That Educes Professionalism
- 6 Supporting Teaching and Learning of Professionalism – Changing the Educational Environment and Students' “Navigational Skills”
- 7 Assessment and Remediation in Programs of Teaching Professionalism
- 8 Developing Professionalism across the Generations
- 9 Faculty Development for Teaching and Learning Professionalism
- 10 The Relationship between Teaching Professionalism and Licensing and Accrediting Bodies
- 11 Educating the Public about Professionalism: From Rhetoric to Reality
- PART FOUR PRACTICE: CASE STUDIES IN TEACHING PROFESSIONALISM ACROSS THE CONTINUUM
- APPENDIX A Definitions of Professionalism
- APPENDIX B Core Attributes of Professionalism
- APPENDIX C The Teaching of Professionalism: Vignettes for Discussion
- APPENDIX D A Matrix for “Matching” Teaching Methods to Attributes
- APPENDIX E Sample Grid for Use with Discussion of Vignettes
- APPENDIX F Sample Questions to Guide Discussion about the Social Contract: Small-Group Leaders' Guide with Suggested Responses
- APPENDIX G Professionalism Program for Residents: Suggested Outline for Small Group Facilitators
- APPENDIX H Sample Evaluation Form for Residents' Half-Day Program on Professionalism
- Index
- References
10 - The Relationship between Teaching Professionalism and Licensing and Accrediting Bodies
Published online by Cambridge University Press: 01 September 2009
Book contents
- Frontmatter
- Contents
- List of Contributors
- Foreword by William M. Sullivan
- Introduction
- PART ONE WHAT IS TO BE TAUGHT
- PART TWO THEORY
- PART THREE PRINCIPLES
- 4 Principles for Designing a Program for the Teaching and Learning of Professionalism at the Undergraduate Level
- 5 Resident Formation – A Journey to Authenticity: Designing a Residency Program That Educes Professionalism
- 6 Supporting Teaching and Learning of Professionalism – Changing the Educational Environment and Students' “Navigational Skills”
- 7 Assessment and Remediation in Programs of Teaching Professionalism
- 8 Developing Professionalism across the Generations
- 9 Faculty Development for Teaching and Learning Professionalism
- 10 The Relationship between Teaching Professionalism and Licensing and Accrediting Bodies
- 11 Educating the Public about Professionalism: From Rhetoric to Reality
- PART FOUR PRACTICE: CASE STUDIES IN TEACHING PROFESSIONALISM ACROSS THE CONTINUUM
- APPENDIX A Definitions of Professionalism
- APPENDIX B Core Attributes of Professionalism
- APPENDIX C The Teaching of Professionalism: Vignettes for Discussion
- APPENDIX D A Matrix for “Matching” Teaching Methods to Attributes
- APPENDIX E Sample Grid for Use with Discussion of Vignettes
- APPENDIX F Sample Questions to Guide Discussion about the Social Contract: Small-Group Leaders' Guide with Suggested Responses
- APPENDIX G Professionalism Program for Residents: Suggested Outline for Small Group Facilitators
- APPENDIX H Sample Evaluation Form for Residents' Half-Day Program on Professionalism
- Index
- References
Summary
INTRODUCTION
The essential character of a profession is that its members have specialized knowledge and skills, which the public will wish to use. Medical regulation in its various forms – licensure, certification, and accreditation in particular – is therefore the means through which the state makes sure that the public is served by doctors who are well trained and completely up to date, and who are therefore competent, show sound judgment, are ethical, and are capable of making and sustaining good relationships with patients. In some countries, for example, the United States and British Commonwealth, the state has delegated part of its responsibility to organizations within the medical profession through the principle of self-regulation. By definition self-regulation is therefore a privilege granted by the state that has to be earned and constantly justified. It is not the right that some doctors think it is.
Medical professionalism has been defined as a set of values, behaviors, and relationships that underpins the trust the public has in doctors. Professional regulation, which is founded on the values and standards of practice of the day, may therefore be seen as a formal expression of doctors' professionalism and the basis for the profession's “social contract” with the public. Medical education is the principal (but not the only) means whereby such values and standards are taught, learnt, digested, internalized, and continuously refreshed at all stages in a doctor's career.
- Type
- Chapter
- Information
- Teaching Medical Professionalism , pp. 185 - 199Publisher: Cambridge University PressPrint publication year: 2008
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