Kooperativer Bibliotheksverbund

UID:

Umfang: 1 online resource (xvi, 310 pages) : , digital, PDF file(s).

Ausgabe: 1st ed.

ISBN: 1-107-19956-5 , 1-316-17225-2 , 1-281-90378-7 , 9786611903787 , 0-511-43641-6 , 0-511-43853-2 , 0-511-43786-2 , 0-511-43561-4 , 0-511-54734-X , 0-511-43719-6

Inhalt: Until recently professionalism was transmitted by respected role models, a method that depended heavily on the presence of a homogeneous society sharing values. This is no longer true, and medical schools and postgraduate training programs in the developed world are now actively teaching professionalism to students and trainees. In addition, licensing and certifying bodies are attempting to assess the professionalism of practising physicians on an ongoing basis. This is the only book available to provide guidance to those designing and implementing programs on teaching professionalism. It outlines the cognitive base of professionalism, provides a theoretical basis for teaching the subject, gives general principles for establishing programs at various levels (undergraduate, postgraduate, and continuing professional development), and documents the experience of institutions who are leaders in the field. Teaching aids that have been used successfully by contributors are included as an appendix.

Anmerkung: Title from publisher's bibliographic system (viewed on 05 Oct 2015). , Cover -- Half-title -- Title -- Copyright -- Contents -- List of Contributors -- Foreword -- ADDRESSING THREATS TO THE INTEGRITY OF THE PRACTICE OF MEDICINE -- PROFESSIONALISM AS A FRAMEWORK FOR PREPARING PHYSICIANS -- PROFESSIONALISM ACROSS THE CONTINUUM OF MEDICAL EDUCATION -- PUTTING THE PRACTICE AT THE CENTER -- PROFESSIONALISM AS THE INTEGRATION OF APPRENTICESHIP -- Introduction -- REFERENCES -- PART ONE What Is to Be Taught -- 1 The Cognitive Base of Professionalism -- HISTORICAL ROOTS -- THE CHALLENGE OF DEFINING PROFESSIONALISM -- DEFINITIONS -- THE ATTRIBUTES -- Changes in the Attributes -- Changes in the Attributes of the Healer -- Changes in the Attributes of the Professional -- Changes in the Attributes Shared by the Healer and the Professional -- MEDICINE'S SOCIAL CONTRACT WITH SOCIETY -- Implications of the Use of the Term ''Social Contract'' -- SUMMARY -- REFERENCES -- PART TWO Theory -- 2 Educational Theory and Strategies for Teaching and Learning Professionalism -- WHY THEORY? -- A THEORETICAL FRAMEWORK TO GUIDE THE TEACHING AND LEARNING OF PROFESSIONALISM -- Why Situated Learning? -- The Situated Learning Model -- THE CYCLE OF INSTRUCTIONAL DESIGN -- Principles of Adult Learning -- The Experiential Learning Cycle -- Steps to Instructional Design -- Defining Goals and Objectives -- Identifying Core Content -- Selecting Educational Strategies and Methods -- Evaluating Outcome -- STRATEGIES TO PROMOTE TEACHING AND LEARNING -- Role Modeling -- The Use of Case Vignettes and Case Presentations -- The Use of Art and Video -- Narrative Medicine -- Portfolio Learning -- The Culture of Medicine -- CONCLUSIONS -- REFERENCES -- 3 Professionalism and the Socialization of Medical Students -- INTRODUCTION -- MEDICAL PROFESSIONALISM: A TRUNCATED HISTORY -- Background -- The Rise of Nostalgic Professionalism -- Deconstructing Nostalgia. , THE MEDICAL SCHOOL AS A SITE OF OCCUPATIONAL SOCIALIZATION -- Introduction -- Socialization Theory -- PROFESSIONALISM AS A FORM OF SOCIAL CONTROL -- Medical Education as Resocialization -- CONCLUSIONS -- REFERENCES -- PART THREE Principles -- 4 Principles for Designing a Program for the Teaching and Learning of Professionalism at the Undergraduate Level -- PRINCIPLES -- Institutional Support -- Allocation of Responsibility -- The Environment -- The Cognitive Base -- Experiential Learning and Self-Reflection -- Role Modeling -- Faculty Development -- Continuity -- Evaluation -- An Incremental Approach -- SUMMARY -- REFERENCES -- 5 Resident Formation - A Journey to Authenticity: Designing a Residency Program That Educes Professionalism -- THE CONTEXT OF THE WORK -- MOVING FROM FRENZY TO WISDOM: DESIGNING TO EDUCE LATENT WISDOM -- Design Feature 1: Work with rather than against Human Nature -- Design Feature 2: Enable Reflective Practice -- Design Feature 3: Community Reflection -- Design Feature 4: Validating and Mining the Resident's Feelings -- Design Feature 5: Attention to Group as well as Individual Formation -- Design Feature 6: Getting Discretion and Discipline Right -- Design Feature 7: Simulation -- Design Feature 8: Social Justice -- Design Feature 9: Linking Evaluations to System Improvement -- Design Feature 10: Residents as Future Stewards of Professionalism -- CONCLUSIONS -- REFERENCES -- 6 Supporting Teaching and Learning of Professionalism - Changing the Educational Environment and Students' ''Navigational Skills -- CLOSING COMMENTS -- REFERENCES -- 7 Assessment and Remediation in Programs of Teaching Professionalism -- ASSESSING PROFESSIONALISM OF LEARNERS AND FACULTY -- Assessment's Role -- Assessment Methods -- Specific Approaches to Assessing Faculty's Professionalism -- Assessment Issues and Recommendations -- REMEDIATION. , Defining the Professional Lapse -- Identifying the Lapse -- The Remediation Process -- Techniques for Remediation -- Likelihood of Success -- Due Process -- An Example of a Remediation Plan -- Issues and Recommendations -- EVALUATION OF THE ENVIRONMENT -- SUMMARY AND CONCLUSIONS -- REFERENCES -- 8 Developing Professionalism across the Generations -- A DYNAMIC PROFESSION -- COMMON GROUND -- GENERATIONAL DIFFERENCES -- SOCIAL CHANGE -- CAREER STAGE -- TEACHING STRATEGIES -- TEACHING STRATEGIES FOR MEDICAL STUDENTS -- STRATEGIES FOR OLDER PHYSICIANS -- CONCLUSIONS -- REFERENCES -- 9 Faculty Development for Teaching and Learning Professionalism -- WHY FACULTY DEVELOPMENT IS NEEDED -- GENERAL GUIDELINES FOR DESIGNING A FACULTY DEVELOPMENT PROGRAM -- Understand the Institutional/Organizational Culture -- Determine Appropriate Goals and Priorities -- Conduct Needs Assessments to Ensure Relevant Programming -- Target Diverse Stakeholders -- Develop Different Programs to Accommodate Diverse Needs -- Workshop, Seminars, and Short Courses -- Integrated Longitudinal Programs -- Peer Coaching -- Self-Directed Learning -- Web-Based Learning -- Incorporate Principles of Adult Learning and Instructional Design -- Offer a Diversity of Educational Methods - In a Variety of Settings -- Promote Buy-In and Market Effectively -- Evaluate - and Demonstrate - Effectiveness -- PRINCIPLES FOR DESIGNING FACULTY DEVELOPMENT PROGRAMS TO PROMOTE THE TEACHING AND LEARNING OF PROFESSIONALISM -- Faculty Development to Promote Teaching Excellence -- Teach the Cognitive Base -- Translate Content into Practice -- Start with a Focus on Teaching -- Facilitate Experiential Learning and Promote Self-Reflection -- Faculty Development to Promote Curriculum Development and Organizational Change -- A CASE STUDY -- Process -- ''Think Tank'' on Teaching Professionalism. , Invitational Workshop on Teaching Professionalism -- Faculty-Wide Workshop on Teaching Professionalism -- ''Think Tank'' on Evaluating Professionalism -- Faculty-wide Workshop on Evaluating the Physician as Healer and Professional -- Faculty Development Outcomes -- CONCLUSIONS -- REFERENCES -- 10 The Relationship between Teaching Professionalism and Licensing and Accrediting Bodies -- INTRODUCTION -- What the People Say -- Patients' Ideas of a Good Doctor -- Patients' Experiences of Doctors -- Public Expectations of Professional Regulation -- Evolving Ideas about Professionalism and Professional Regulation -- New Professionalism, New Professional Regulation -- Professional Standards -- Revalidation -- New Professionalism, New Learning, and Teaching -- CONCLUSIONS -- REFERENCES -- 11 Educating the Public about Professionalism: From Rhetoric to Reality -- INTRODUCTION: FRAMING THE ISSUE -- The Public's Stake in Medical Professionalism -- The Public's Role in Sustaining Professionalism -- EDUCATING THE PUBLIC ABOUT PROFESSIONALISM -- IN PREPARATION FOR EDUCATING THE PUBLIC -- SPECIFIC STRATEGIES FOR EDUCATING THE PUBLIC -- Harnessing the Mini-Med School -- Engaging Hospital-Based Programs -- Utilizing Professional and Lay Publications -- Empowering Public Voices Inside the Profession -- Enlisting Professional Organizations -- SUMMARY -- REFERENCES -- PART FOUR Practice: Case Studies in Teaching Professionalism across the Continuum -- 12 Teaching Professionalism in a Traditional or Organ-Based Curriculum -- INTRODUCTION -- UWSOM STRUCTURE -- TEACHING PROFESSIONALISM -- Preclinical Curriculum -- ICM I -- ICM II -- Professionalism Working Group -- Clinical Curriculum -- Overarching Curriculum Components -- Other Components -- Lessons Learned -- REFERENCES -- 13 Learning Professionalism in a Problem-Based Curriculum -- BACKGROUND -- THE CONTEXT. , OPPORTUNITIES FOR LEARNING PROFESSIONALISM -- ASSESSING PROFESSIONALISM AND FITNESS FOR PRACTICE -- CURRICULUM EVALUATION AND IMPLEMENTATION ISSUES FOR PROMOTING PROFESSIONALISM IN A PROBLEM-BASED CURRICULUM -- LESSONS LEARNED -- REFERENCES -- 14 Teaching Professionalism and Fostering Professional Values during Residency: The McGill Experience -- THE CONTEXT -- TRANSLATING CONCEPTS INTO EDUCATIONAL PRACTICE: A FRAMEWORK -- EXAMPLES OF EDUCATIONAL ACTIVITIES FOR RESIDENTS FOR LEARNING PROFESSIONALISM AT MCGILL UNIVERSITY -- Learning the Cognitive Base -- Academic Half-Day on Professionalism -- Other Large-Group Learning Activities to Teach the Cognitive Base -- Learning the Skills of Professionalism -- Developing Professional Attitudes and Fostering Professional Behaviors: Transferring Learning into Practice -- Experiential Learning: Role Modeling, Guided Reflection, and Mentorship -- The Learning Environment -- Evaluation -- Faculty Development -- LESSONS LEARNED -- SUMMARY -- REFERENCES -- 15 Continuing Professional Development: A Focus on Professionalism -- INTRODUCTION -- The Case for Continuing Professional Development in Professionalism -- Addressing the Gap -- GETTING TO KNOW THE LEARNERS, WHAT THEY NEED AND WANT TO KNOW -- The Audience and Their Clinical World -- The Adult Learner -- What Do Learners Need or Want? -- Subjective Needs Assessment -- Objective Needs Assessment -- DECIDING ON THE CONTENT AND FORMAT: INCORPORATING PROFESSIONALISM INTO CPD -- Choosing the Format -- Enabling Learning: The CPD Intervention -- Increasing Relevance: The Clinical Scenario -- Increasing Engagement -- Other Options in Creating CPD Interventions -- Faculty Development -- ASSESSING THE OUTCOME -- Perception of the Learning Event -- Competence -- Performance Change and Health Care Outcome -- CONCLUSIONS -- REFERENCES. , APPENDIX A Definitions of Professionalism.

Weitere Ausg.: ISBN 0-521-70742-0

Weitere Ausg.: ISBN 0-521-88104-8

Sprache: Englisch

URL: https://doi.org/10.1017/CBO9780511547348