Skip to main content Accessibility help
×
Hostname: page-component-8448b6f56d-dnltx Total loading time: 0 Render date: 2024-04-24T10:58:33.099Z Has data issue: false hasContentIssue false

8 - Developing Professionalism across the Generations

Published online by Cambridge University Press:  01 September 2009

Richard L. Cruess
Affiliation:
McGill University, Montréal
Sylvia R. Cruess
Affiliation:
McGill University, Montréal
Yvonne Steinert
Affiliation:
McGill University, Montréal
Get access

Summary

Maintaining, strengthening, and renewing professionalism is a responsibility for each generation of physicians. Medical professionalism has been called a dynamic social contract derived from the interaction of many influences such as the tradition of healing, and scientific advances, society's needs and resources, cultural norms and major events, as well as the interests of members of the profession. There are increasing calls for medicine to renew its professionalism and creatively adapt to social changes. Over the past decade, the medical literature has evinced a growing interest in professionalism. This has concentrated largely on educating students and residents. This focus on the newest members of the profession has brought to the forefront the existence of a generation gap in professional values between senior physicians and trainees. Medical administrators and recruiters are also calling for greater efforts to bridge generational differences in the workplace to maximize productivity of this new cohort of physicians.

Professionalism, reflective of the social contract between physicians and society, should be constantly reflected upon, renewed, and reaffirmed for existing members of the profession and developed for its newest members. One of the great challenges for the twenty-first-century medical profession is to adapt to internal and external changes and to influence the values of its members. Fostering shared yet continually developing values in an increasingly diverse profession and rapidly changing social and health care environment is a daunting task.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Cruess, RL, Cruess, SR, Johnston, SE. Professionalism and medicine's social contract. J Bone Joint Surg Am. 2000;82-A(8):1189–94.CrossRefGoogle ScholarPubMed
Bucher, R, Strauss, A. Professions in process. Am J Sociol. 1961;66(4):325–34.CrossRefGoogle Scholar
,Royal College of Physicians. Doctors in Society: Medical Professionalism in a Changing World. London: Royal College of Physicians; 2005.Google Scholar
Mechanic, D. Managed care and the imperative for a new professional ethic. Health Aff (Millwood). 2000;19(5):100–11.CrossRefGoogle ScholarPubMed
Sullivan, WM. Medicine under threat: professionalism and professional identity. CMAJ. 2000;162(5):673–5.Google ScholarPubMed
Cruess, RL, Cruess, SR. 1997. Teaching medicine as a profession in the service of healing. Acad Med. 1997;72(11):941–52.CrossRefGoogle ScholarPubMed
Kuczewski, MG, Bading, E, Langbein, M, Henry, B. Fostering professionalism: the Loyola model. Camb Q Healthc Ethics. 2003 Spring;12(2):161–6.Google Scholar
Swick, HM, Szenas, P, Danoff, D, Whitcomb, ME. Teaching professionalism in undergraduate medical education. JAMA. 1999;282(9):830–2.CrossRefGoogle ScholarPubMed
Wear, D, Castellani, B. The development of professionalism: curriculum matters. Acad Med. 2000;75(6):602–11.CrossRefGoogle ScholarPubMed
Larson, DL. Bridging the generation X gap in plastic surgery training: part 1. Identifying the problem. Plast Reconstr Surg. 2003;112(6):1656–61.CrossRefGoogle ScholarPubMed
Organ, CH. The generation gap in modern surgery. Arch Surg. 2002 March;137(3):250–2. Erratum in: Arch Surg 2002 June;137(6):747.CrossRefGoogle ScholarPubMed
Smith, LG. Medical professionalism and the generation gap. Am J Med. 2005 April;118(4):439–42.CrossRefGoogle ScholarPubMed
Bickel, J, Brown, AJ. Generation X: implications for faculty recruitment and development in academic health centers. Acad Med. 2005;80(3):205–10.CrossRefGoogle Scholar
Moody, J. Recruiting generation X physicians. Recruiting physicians today. NEJM. 2002 [cited November 27, 2007]. Available from: http://www.nejmjobs. org/rpt/recruiting-gen-x-physicians.aspxGoogle Scholar
Washburn, ER. Are you ready for generation X?Physician Exec. 2000;26(1): 51–7.Google ScholarPubMed
Castellani, B, Hafferty, FW. The complexities of medical professionalism: a preliminary investigation. In Wear, D, Aultman, JM, editors. Professionalism in Medicine: Critical Perspectives. New York: Springer; 2006: 3–25.CrossRefGoogle Scholar
,Association of American Medical Colleges. Diversity in the physician workforce: facts & figures, 2006 [monograph on the Internet]. Washington (DC): Association of American Medical Colleges; 2006 [cited November 27, 2007]. Available from: http://www.aamc.org/diversity/start.htm.Google Scholar
Kertzer, DI. Generation as a sociological problem. Annu Rev Sociol. 1983;9: 125–49.CrossRefGoogle Scholar
Hafferty, FW. What medical students know about professionalism. Mt Sinai J Med. 2002;69(6):385–97.Google ScholarPubMed
Lancaster, LC, Stillman, D. When Generations Collide. New York: Harper Collins; 2002.Google Scholar
Zemke, R, Raines, C, Filipczak, B. Generations at Work: Managing the Clash of Veterans, Boomers, Xers, and Nexters in Your Workplace. New York: AMACOM; 2000.Google Scholar
Peck, J, Cooke, AI. Characteristics of the 1998 MCAT Examinees. Washington (DC): Association of American Medical Colleges; 2000.Google Scholar
Stern, DT. Practicing what we preach? An analysis of the curriculum of values in medical education. Am J Med. 1998;104(6):569–75.CrossRefGoogle ScholarPubMed
Stimmel, B, Yens, D. Cheating by medical students on examinations. Am J Med. 1982;73(2):160–4.CrossRefGoogle ScholarPubMed
Ginsburg, S, Regehr, G, Lingard, L. Basing the evaluation of professionalism on observable behaviors: a cautionary tale. Acad Med. 2004;79(10):S1–4.CrossRefGoogle ScholarPubMed
Becker, HS, Hughes, EC, Geer, B, Strauss, AL. Boys in White;[sic] Student Culture in Medical School. Chicago: University of Chicago Press; 1961.Google Scholar
Eckenfels, EJ. Contemporary medical students' quest for self-fulfillment through community service. Acad Med. 1997;72(12):1043–50.CrossRefGoogle ScholarPubMed
Funkenstein, DH. Medical Students, Medical Schools and Society during Five Eras: Factors Affecting the Career Choices of Physicians 1958-1976. Cambridge (MA): Ballinger Publishing Company; 1978.Google Scholar
Geokas, MC, Branson, BJ. Recruiting students for medicine. Ann Intern Med. 1989;111(5):433–6.CrossRefGoogle ScholarPubMed
Ludmerer, K. Time to Heal. New York: Oxford University Press; 1999.Google Scholar
Newton, DA, Grayson, MS. Trends in career choice by US medical school graduates. JAMA. 2003;290(9):1179–82.CrossRefGoogle ScholarPubMed
Ritchie, WP. Report of the American Board of Surgery retreat on graduate surgical education: current trends, future directions. Philadelphia (PA); American Board of Surgery; 2002.Google Scholar
Schwartz, RW, Haley, JV, Williams, C, Jarecky, RK, Strodel, WE, Young, B, Griffen, WO. The controllable lifestyle factor and students' attitudes about specialty selection. Acad Med. 1990;65(3):207–10.CrossRefGoogle ScholarPubMed
Watson, , Slade, S, Buske, L, Tepper, J. Intergenerational differences in workloads among primary care physicians: a ten-year, population-based study. Health Aff (Millwood). 2006;25(6):1620–8.CrossRefGoogle ScholarPubMed
Cruess, SR, Johnston, S, Cruess, RL. “Profession”: a working definition for medical educators. Teach Learn Med. 2004;16(1):74–6.CrossRefGoogle ScholarPubMed
Gruen, RL, Pearson, SD, Brennan, TA. Physician-citizens – public roles and professional obligations. JAMA. 2004;291(1):94–8.CrossRefGoogle ScholarPubMed
Wear, D, Kuczewski, MG. The professionalism movement: can we pause?Am J Bioeth. 2004;4(2):1–10.CrossRefGoogle ScholarPubMed
Whitehouse, PJ, Fishman, JR. Justice and the house of medicine: the mortgaging of ecology and economics. Am J Bioeth. 2004;4(2):43–45.CrossRefGoogle ScholarPubMed
Esler, A. Generations in History: An Introduction to the Concept. Williamsburg (VA): Esler; 1982.Google Scholar
Goertzel, T. Generational conflict and social change. Youth Soc. 1972;3: 327–52.CrossRefGoogle Scholar
Johnston, S. See one, do one, teach one: developing professionalism across the generations. Clin Orthop Relat Res. 2006;449:186–92.Google ScholarPubMed
Lambert, EM, Holmboe, ES. The relationship between specialty choice and gender of U.S. medical students, 1990-2003. Acad Med. 2005;80(9):797–802.CrossRefGoogle ScholarPubMed
Sanfey, HA, Saalwachter-Schulman, AR, Nyhof-Young, JM, Eidelson, B, Mann, BD. Influences on medical student career choice: gender or generation?Arch Surg. 2006;141(11):1086.CrossRefGoogle ScholarPubMed
Pratt, MG, Rockmann, KW, Kaufmann, JB. Constructing professional identity: the role of work and identity learning cycles in the customization of identity among medical residents. Acad Manage J. 2006;49(2):235–62.CrossRefGoogle Scholar
Fehser, J. Teaching professionalism: a student's perspective. Mt Sinai J Med. 2002;69(6):412–4.Google ScholarPubMed
Hilton, SR, Slotnick, HB. Proto-professionalism: how professionalisation occurs across the continuum of medical education. Med Educ. 2005;39(1):58–65.CrossRefGoogle ScholarPubMed
Hafferty, FW. Reconfiguring the sociology of medical education: emerging topics and pressing issues. In Bird, C, Conrad, P, Fremont, A, editors. Handbook of Medical Sociology. 5th ed. New York: Prentice Hall; 2000: 238–56.Google Scholar
Brownell, AK, Cote, LM. Senior residents' views on the meaning of professionalism and how they learn about it. Acad Med. 2001;76(7):734–7.CrossRefGoogle Scholar
Kenny, NP, Mann, KV, MacLeod, HM. Role modeling in physicians' professional formation: reconsidering an essential but untapped educational strategy. Acad Med. 2003;78(12):1203–10.CrossRefGoogle ScholarPubMed
Slaby, AE, Schwartz, AH. Changing attitudes and patterns of behavior among emerging physicians. Psychiatr Med. 1971;(2):270–7.CrossRefGoogle ScholarPubMed
Kaufman, DM. Applying educational theory in practice. BMJ. 2003;326(7382): 213–6.CrossRefGoogle ScholarPubMed
Slotnick, HB. How doctors learn: education and learning across the medical-school-to-practice trajectory. Acad Med. 2001;76(10):1013–26.CrossRefGoogle ScholarPubMed
Kolb, D, Fry, R. Toward an applied theory of experiential learning. In Cooper, C, editor. Theories of Group Process. London: John Wiley; 1975: 33–57.Google Scholar
Cruess, SR, Cruess, RL. 1997. Professionalism must be taught. BMJ. 1997; 315(7123):1674–7.CrossRefGoogle ScholarPubMed
Rose, GL, Rukstalis, MR, Schuckit, MA. Informal mentoring between faculty and medical students. Acad Med. 2005;80(4):344–8.CrossRefGoogle ScholarPubMed
Hafferty, FW. Beyond curriculum reform: confronting medicine's hidden curriculum. Acad Med. 1998;73(4):403–7.
Steinert, Y. Twelve tips for effective small-group teaching in the health professions. Med Teach. 1996;18(3):203–7.CrossRefGoogle Scholar
Hilton, S, Southgate, L. Professionalism in medical education. Teach Teach Educ. 2007;23(3):265–79.CrossRefGoogle Scholar
Epstein, RM. Mindful practice. JAMA. 1999;282(9):833–9.CrossRefGoogle ScholarPubMed
Rosenfeld, JC, Sefcik, S. Utilizing community leaders to teach professionalism. Curr Surg. 2003;60(2):222–4.CrossRefGoogle ScholarPubMed
Oblinger, D. Boomers, gen-Xers, and millennials: understanding the “new students.”EDUCAUSE Review Magazine 2003;38(4):36–40,42,44–45.Google Scholar
Oxman, AD, Thomson, MA, Davis, DA, Haynes, RB. No magic bullets: a systematic review of 102 trials of interventions to improve professional practice. CMAJ. 1995;153(10):1423–31.Google ScholarPubMed
Lohman, H, Griffiths, Y. Coppard, BM, Cota, L. The power of book discussion groups in intergenerational learning. Educ Gerontol. 2003;29(2):103.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×