Professionalism: Professionalism: The Keystone of The Keystone of

Health CareHealth Care

Professionalism: Professionalism: The Keystone of The Keystone of

Health CareHealth Care

David J. Doukas, MD, President, The Academy for Professionalism in Health

CareDirector, Division of Medical Humanism and Ethics,

University of Louisville School of Medicine

David J. Doukas, MD, President, The Academy for Professionalism in Health

CareDirector, Division of Medical Humanism and Ethics,

University of Louisville School of Medicine

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1.1. The wedge-shaped The wedge-shaped

piece at the crown of piece at the crown of

an arch that locks the an arch that locks the

other pieces in place .other pieces in place .

2. Something on which 2. Something on which

associated things associated things

depend for supportdepend for support From Merriam-From Merriam-

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Welcome to the First Annual Welcome to the First Annual National Meeting of theNational Meeting of the

Academy for Academy for Professionalism in Professionalism in

Health CareHealth Care

Welcome to the First Annual Welcome to the First Annual National Meeting of theNational Meeting of the

Academy for Academy for Professionalism in Professionalism in

Health CareHealth Care

PROFESSIONALISM

• Competence - knowledge and skills

• Primary commitment to patient’s best interests, with self-interest secondary

• Social covenant that knowledge, skills, and virtues of medical care will be entrusted to future generations by eschewing self-interest.

• Is realized through enhanced critical thinking, reflection, and comportment

PROFESSIONALISM

• Competence - knowledge and skills

• Primary commitment to patient’s best interests, with self-interest secondary

• Social covenant that knowledge, skills, and virtues of medical care will be entrusted to future generations by eschewing self-interest.

• Is realized through enhanced critical thinking, reflection, and comportment

PRIME WORKSHOP THEMES

• We promote humanistic skills and professional conduct.

• Patient-centered skills enable a path to professionalism.

• We need clear direction and academic support.

• Reform must be transformative.

• Ethics and humanities professionals must collaborate to promote methods of professionalism education.

PRIME WORKSHOP THEMES

• We promote humanistic skills and professional conduct.

• Patient-centered skills enable a path to professionalism.

• We need clear direction and academic support.

• Reform must be transformative.

• Ethics and humanities professionals must collaborate to promote methods of professionalism education.

PRIME NATIONAL THEMES I

• The US health care system affects

education toward professionalism.

• The public has concerns about health

care professionalism and humanistic care

• Reform of professionalism must be part

of the entire arc of education

• MCAT5 revision and change of emphasis

(education and letters)

PRIME NATIONAL THEMES I

• The US health care system affects

education toward professionalism.

• The public has concerns about health

care professionalism and humanistic care

• Reform of professionalism must be part

of the entire arc of education

• MCAT5 revision and change of emphasis

(education and letters)

PRIME NATIONAL THEMES IIPRIME NATIONAL THEMES II

• Medical School – non prescriptive• Medical School – non prescriptive

• Success based on relevance and • Success based on relevance and

integrationintegration

• Ethics and humanities integration • Ethics and humanities integration

will be predicated on school resources will be predicated on school resources

and cultureand culture

• Assessment can be qualitative or • Assessment can be qualitative or

quantitativequantitative

PRIME NATIONAL THEMES IIPRIME NATIONAL THEMES II

• Medical School – non prescriptive• Medical School – non prescriptive

• Success based on relevance and • Success based on relevance and

integrationintegration

• Ethics and humanities integration • Ethics and humanities integration

will be predicated on school resources will be predicated on school resources

and cultureand culture

• Assessment can be qualitative or • Assessment can be qualitative or

quantitativequantitative

PRIME NATIONAL THEMES III• Residency education based on the General Competencies, Milestones, and the Next Accreditation System• Outcomes Assessment can be qualitative or quantitative• Challenges: stress, sleep, time, adequacy of trained faculty• Residents must demonstrate virtues and principles that will support provision of care consistent with the highest ethical and professional standards

PRIME NATIONAL THEMES III• Residency education based on the General Competencies, Milestones, and the Next Accreditation System• Outcomes Assessment can be qualitative or quantitative• Challenges: stress, sleep, time, adequacy of trained faculty• Residents must demonstrate virtues and principles that will support provision of care consistent with the highest ethical and professional standards

Our Efforts Should Our Efforts Should Promote Promote

ProfessionalismProfessionalism

Our Efforts Should Our Efforts Should Promote Promote

ProfessionalismProfessionalism

There is There is NO NO ““ONE WAYONE WAY”” of of

Doing ThingsDoing Things

There is There is NO NO ““ONE WAYONE WAY”” of of

Doing ThingsDoing Things

We need to We need to respect the respect the

diversity all of our diversity all of our backgrounds, backgrounds, methods, and methods, and

venues.venues.

We need to We need to respect the respect the

diversity all of our diversity all of our backgrounds, backgrounds, methods, and methods, and

venues.venues.

We Have a We Have a Confluence of Confluence of Partners with Partners with

Common GoalsCommon Goals

We Have a We Have a Confluence of Confluence of Partners with Partners with

Common GoalsCommon Goals

Educators in Educators in History, History,

Literature,Literature, Medical Ethics, Medical Ethics,

and and Visual ArtsVisual Arts

Educators in Educators in History, History,

Literature,Literature, Medical Ethics, Medical Ethics,

and and Visual ArtsVisual Arts

Leaders of Leaders of Academic Academic

Medicine and its Medicine and its AccreditationAccreditation

Leaders of Leaders of Academic Academic

Medicine and its Medicine and its AccreditationAccreditation

Medicine, Medicine, Dentistry, Dentistry,

Nursing, Public Nursing, Public Health, Pharmacy, Health, Pharmacy, and Social Workand Social Work

Medicine, Medicine, Dentistry, Dentistry,

Nursing, Public Nursing, Public Health, Pharmacy, Health, Pharmacy, and Social Workand Social Work

Assess Educational Assess Educational Outcomes for: Outcomes for:

Undergraduate, Undergraduate, Graduate, and Graduate, and Professional Professional

EnvironmentsEnvironments

Assess Educational Assess Educational Outcomes for: Outcomes for:

Undergraduate, Undergraduate, Graduate, and Graduate, and Professional Professional

EnvironmentsEnvironments

NOW: Combine our NOW: Combine our efforts, overcoming efforts, overcoming

barriers of barriers of background, health background, health

care type, and learner care type, and learner level of training.level of training.

NOW: Combine our NOW: Combine our efforts, overcoming efforts, overcoming

barriers of barriers of background, health background, health

care type, and learner care type, and learner level of training.level of training.

We are now We are now gathered to gathered to

select goals, and select goals, and work together to work together to achieve them.achieve them.

We are now We are now gathered to gathered to

select goals, and select goals, and work together to work together to achieve them.achieve them.

We are educating tomorrow’s future physicians

primarily to serve the patient’s best interests through their excellent,

humane, and compassionate care through

accountable educational efforts.

We are educating tomorrow’s future physicians

primarily to serve the patient’s best interests through their excellent,

humane, and compassionate care through

accountable educational efforts.

Professionalism as Professionalism as the Keystonethe Keystone

Professionalism as Professionalism as the Keystonethe Keystone

Care for the good Care for the good of the patient.of the patient.

Care for the good Care for the good of the patient.of the patient.