Given recent emphasis on professionalism training in medical schools by accrediting organizations, medical ethics and humanities educators need to develop a comprehensive understanding of this emphasis. To achieve this, the Project to Rebalance and Integrate Medical Education (PRIME) II Workshop (May 2011) enlisted representatives of the three major accreditation organizations to join with a na...

UNLABELLED The need to ensure the future pharmacy workforce demonstrates professionalism has become important to both pharmacy educators and professional bodies. OBJECTIVE To determine the extent to which Schools of Pharmacy have taught or measured student professionalism. METHODS Review of the healthcare literature on teaching of professionalism at an undergraduate level. RESULTS Two-hun...

Student professionalism continues to be an elusive goal within colleges and schools of pharmacy. Several reports have described the nature of professionalism and enumerated the characteristic traits of a professional, but educational strategies for inculcating pharmacy students with attitudes of professionalism have not been reliably effective. Some authors have suggested the need for a standar...

Professionalism is one of the core competencies to be taught and evaluated during residency. A review of the literature suggests that professionalism is not completely understood or practiced. The teaching of professionalism has been incorporated into the educational programs for residents. However, residents learn from two curriculums: the stated curriculum and a hidden curriculum. The hidden ...

Professionalism: hard to measure but you know it when you see it I n 1992, the American Board of Internal Medicine (ABIM) convened a committee, which produced a white paper entitled Project Professionalism (1). chaired the committee. The paper emphasized values and ethics standards that would be required for board certification (2). It also pointed out that suboptimal professional behavior nega...

CONTEXT Current assessment formats for physicians and trainees reliably test core knowledge and basic skills. However, they may underemphasize some important domains of professional medical practice, including interpersonal skills, lifelong learning, professionalism, and integration of core knowledge into clinical practice. OBJECTIVES To propose a definition of professional competence, to rev...

Decades ago, when the science of medical education was just beginning to take a formal shape, one of its early doyens, the late Professor George E Miller (1919-98) observed emphatically that “assessment drives students learning” . Assessment not only determines what students will learn, but also determines their learning behaviour and the strategies they adopt. Thus, the undeniable influence ex...

Professionalism, which is fundamental to medical practice, must be taught explicitly. It is the basis of medicine's relationship to society, which most observers call a "social contract." The social contract serves as the basis for society's expectations of medicine and medicine's of society. It therefore directly influences professionalism. The role of the healer is universal, but how professi...

This Perspective addresses the growing literature about online medical professionalism. Whereas some studies point to the positive potential of social media to enhance and extend medical practice, the dominant emphasis is on the risks and abuses of social media. Overall evidence regarding online medical professionalism is (as with any new area of practice) limited; however, simply accumulating ...