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
7 - Assessment and Remediation in Programs of Teaching Professionalism
Published online by Cambridge University Press: 01 September 2009
- 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
A resident has been consistently late to required case conferences. This past week two patients complained that he was rude to them. Should his professionalism be assessed, and if so, how? Does he need remediation; and if he does, how can it be achieved? These questions beg answers because assessment of professionalism and remediation of professional lapses are fundamental to medical professionalism and because accrediting bodies expect teaching programs to address the professionalism of learners. Accordingly, this chapter will explore the role of assessing professionalism, methods for assessing professionalism of learners and faculty, and unresolved issues surrounding assessment of professionalism. The chapter will then address the process of remediation of unprofessional behavior, for identification of professional lapses of physicians and physicians in training demands a response. Since the environment of an institution or group can impact both the assessment of professionalism and the remediation of unprofessional behavior, the chapter will close with a description of methods for characterizing an environment's professionalism.
ASSESSING PROFESSIONALISM OF LEARNERS AND FACULTY
Assessment's Role
Assessment of medical professionalism can serve several purposes. In its summative form, it indicates whether learners and faculty have met professional standards and certifies that educational programs have complied with criteria for fostering professionalism. Because learning professionalism is a process that can be prolonged and involves continual striving, its assessment must also be formative to guide an individual's professional development.
- Type
- Chapter
- Information
- Teaching Medical Professionalism , pp. 124 - 149Publisher: Cambridge University PressPrint publication year: 2008
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