Supporting teaching and learning of professionalism – changing the educational environment and students’ “navigational skills”

Thomas Inui, Ann H. Cottingham, Richard Frankel, Debra Litzelman, Anthony L. Suchman, Penelope R. Williamson

Research output: Chapter in Book/Report/Conference proceedingChapter

10 Citations (Scopus)

Abstract

Medical schools must insure that the learning environment for medical students promotes the development of explicit and appropriate professional attributes (attitudes, behaviors, and identity) in their medical students. Liaison Committee on Medical Education, Standard MS-31-A: effective July 1, 2008 Professionalism and professional standards in medicine are an active domain of discourse today. The reasons are many. Public concern over the sheer cost of medical care and the growth of un-insurance are daily news fare as are questions about patient safety and quality of care. Concern about how advances in biomedical science will be put to use are also visible. The definition and meaningfulness of “professionalism” are also open for discussion. Sociologists have described professions as learned (highly knowledgeable) and self-regulating domains of work. Others have described professionalism as values-based domains of competency, or the moral core of medicine. Many approaches to education and training in professionalism are also apparent. Organizational and programmatic experimentation has been fueled by residency program requirements for education in professionalism endorsed by the Accreditation Council for Graduate Medical Education (ACGME), and explicit attention to this area of education by the National Board of Medical Examiners (NBME) and the Association of American Medical Colleges (AAMC). Some state associations of medical schools, for example, the Associated Medical Schools of New York, have seized the initiative and formed “learning networks” to pursue curriculum and organizational development in this domain. In the explosion of literature focused on educating for professionalism, much expository text has been devoted to exploring the various qualities of “the good physician.”

Original languageEnglish
Title of host publicationTeaching Medical Professionalism
PublisherCambridge University Press
Pages108-123
Number of pages16
ISBN (Print)9780511547348, 9780521881043
DOIs
StatePublished - Jan 1 2008

Fingerprint

Teaching
learning
student
medical student
education
education standard
medicine
school
organizational development
medical examiner
curriculum development
accreditation
sociologist
medical care
insurance
professionalism
pricing
learning environment
news
profession

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Inui, T., Cottingham, A. H., Frankel, R., Litzelman, D., Suchman, A. L., & Williamson, P. R. (2008). Supporting teaching and learning of professionalism – changing the educational environment and students’ “navigational skills”. In Teaching Medical Professionalism (pp. 108-123). Cambridge University Press. https://doi.org/10.1017/CBO9780511547348.008

Supporting teaching and learning of professionalism – changing the educational environment and students’ “navigational skills”. / Inui, Thomas; Cottingham, Ann H.; Frankel, Richard; Litzelman, Debra; Suchman, Anthony L.; Williamson, Penelope R.

Teaching Medical Professionalism. Cambridge University Press, 2008. p. 108-123.

Research output: Chapter in Book/Report/Conference proceedingChapter

Inui, Thomas ; Cottingham, Ann H. ; Frankel, Richard ; Litzelman, Debra ; Suchman, Anthony L. ; Williamson, Penelope R. / Supporting teaching and learning of professionalism – changing the educational environment and students’ “navigational skills”. Teaching Medical Professionalism. Cambridge University Press, 2008. pp. 108-123
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