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Developing a Modern Standard to Define and Assess Professionalism in Trainees

Received April 7, 2009; revised April 17, 2009; accepted April 27, 2009. The authors are affiliated with the Department of Psychiatry and Behavioral Sciences at Emory University in Atlanta. Address correspondence to Ann C. Schwartz, M.D., Emory University School of Medicine, Psychiatry and Behavioral Sciences, 80 Jesse Hill Jr Dr., P.O. Box 26238, Atlanta, GA 30303; aschwa2{at}emory.edu (e-mail).

OBJECTIVE: Assessing professionalism in medical education poses many challenges. The authors discuss common themes and principles in managing professionalism in medical education. METHODS: The authors review the development of standards of professionalism in medical education. They define educational goals for professionalism and also discuss the practical problems with assessing professionalism and addressing it with the trainees. Strategies for remediation of unprofessional conduct are outlined. RESULTS: Given the importance of role models in the development of professional behavior, maintaining an environment that fosters professionalism is an implicit feature of teaching professionalism. Professionalism should be a part of the objectives for each course and clinical rotation, using clearly defined goals and objectives. Assessment of professionalism should begin early and be conducted frequently, giving trainees the opportunity to change. A formal mentoring system can be an effective mechanism to develop role models and teach professionalism. CONCLUSION: Teaching professionalism through formal curricula is paramount in helping develop new generations of compassionate and responsible physicians. Additional strategies such as consistent role modeling of professional behaviors are also needed to encourage the development of professional physicians.

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				L. Weiss Roberts Professionalism in Psychiatry: A Very Special Collection Acad Psychiatry, November 1, 2009; 33(6): 429 - 430. [Full Text] [PDF]

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