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7 - Assessment and Remediation in Programs of Teaching Professionalism

Published online by Cambridge University Press:  01 September 2009

By
Christine Sullivan M.D.  and
Louise Arnold Ph.D.
Edited by
Richard L. Cruess ,
Sylvia R. Cruess  and
Yvonne Steinert
Richard L. Cruess
Affiliation:
McGill University, Montréal
Sylvia R. Cruess
Affiliation:
McGill University, Montréal
Yvonne Steinert
Affiliation:
McGill University, Montréal
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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 - 149
Publisher: Cambridge University Press
Print publication year: 2008

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