Professing Professionalism: Are We Our Own Worst Enemy? Faculty Membersʼ Experiences of Teaching and Evaluating Professionalism in Medical Education at One School
Academic MedicinePublished 9 January 2010
M. P. Bryden, Shiphra Ginsburg, Bochra Kurabi, Najma Ahmed
Citations92
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TL;DR
Clinical faculty involved in medical education at University of Toronto Faculty of Medicine were recruited to participate in focus groups to discuss their knowledge, beliefs, and attitudes about teaching and evaluating professionalism and to determine their views regarding faculty development in this area.
Abstract
All faculty expressed that teaching and evaluating professionalism posed a challenge for them. They identified their own lapses in professionalism and their sense of powerlessness and failure to address these with one another as the single greatest barrier to teaching professionalism, given a perceived dominance of role modeling as a teaching tool. Participants had several recommendations for faculty development and acknowledged a need for culture change in teaching hospitals and university departments.
Keywords
Medicine
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