1

LEARNING PROFESSIONALISM

Master Teacher Guild

Mike Fennewald, PhD (CMS) Daniel Bareither, PhD (SCPM)

Lecia Apantaku, MD (CMS) Roberta Henderson, PT, PhD (CHP)

Fred Sierles, MD (CMS)John Becker (SCPM)

Marc Abel, PhD (COP)Hector Rasgado-Flores, PhD (CMS)

June 5, 2012

2

Learning Professionalism

Definition of Professionalism:

• The display of behaviors, values and attributes that portray the traits endeared by a specialized discipline of study and practice.

Adapted from: Cary JR, Ness KK. Erosion of Professional Behaviors in Physical Therapy Students. J PT Ed. 2001: 15(3):20-24.)

3

Learning Professionalism: Perspectives of Preclinical Medical Students

A.Baernstein, A. Aimes Oelschlager, T. Chang, and M. Wenrich

Academic Medicine 2009

4

5

Methods

Identify how students learn professionalism including formal curriculum and other factors

56 student interviews at the end of their second year of medical school

Student’s definition, influences on professionalism, and observed behaviors

6

Observing what is professional: Roles models

• Physician role models in patient care.

• Faculty role models in the classroom

• Peer role models

7

Physician role models in patient care

8

Physician role models in patient care

• Role modeling was the primary source of professionalism education

• Students often describe a physician’s compassion and relational skills with patients

• Students also described negative role models

9

Faculty role models in the classroom

• Professional behaviors – respectful speaking to students and colleagues

• Unprofessional behaviors – unprepared for lecture, telling vulgar jokes, making disrespectful comments about patients, belittling students, and not taking students’ concerns seriously

10

Faculty role models in the classroom

11

Peer role models

• Learn by watching peer perform patient care activities

• Unprofessional behaviors – tardiness, cheating, and speaking disrespectfully of patients, teachers, and peers

12

Peer role models

13

Being told what is professional: Formal

curriculum• Lectures and panels

• Small group discussions

• Other - reflections

14

Lectures and panels

Positive reactions Learning specific behaviors that improve professionalism Help interpret what is seen in role modeling

Negative reactions Many classmates “tuned these lectures out” Insulting to be lectured on “obvious” material

15

Lectures and panels

16

Small group discussions

• Frequently sited as positive learning experiences

• College mentor is a positive role model - It is important to be able to talk over potential situations before they arise

17

Small group discussions

18

Reflections

• Self reflection

• Informal discussions with family and friends

• Professionalism OSCE

19

Reflections

20

What I bring to medical school: Noncurricular

elements• Upbringing• Personal values• Relatives in health care• Work experience• Formative undergraduate experience

21

What I bring to medical school: Noncurricular

elements

22

Learning on the job: Experiential learning

• Working directly with patients

• Big difference between hearing about it and doing it

23

Learning on the job: Experiential learning

24

Conclusions

• A good curriculum in professionalism is essential

• All faculty should be held to high standards of professionalism

• Peers are an important part of learning• Professionalism should be a focus of

evaluations