Abstract
Inter-professional collaboration, empathy and lifelong learning, components of medical professionalism, have been associated with occupational well-being in physicians. However, it is not clear whether this role persists in adverse working conditions. This study was performed to assess whether this is the case. These three abilities, and the self-perception of somatization, exhaustion and work alienation, were measured in a sample of 60 physicians working in a hospital declared to be in an institutional emergency. A multiple regression model explained 40% of the variability of exhaustion, with a large effect size (Cohen’s-f2 = 0.64), based on a linear relationship with teamwork (p = 0.01), and more dedication to academic (p < 0.001) and management activities (p < 0.003). Neither somatization nor alienation were predicted by empathy or lifelong learning abilities. Somatization, exhaustion, or alienation scores either explained empathy, inter-professional collaboration or lifelong learning scores. These findings indicate that, in adverse working environments, physicians with a greater sense of inter-professional collaboration or performing multi-task activities are more exposed to suffering exhaustion.
Highlights
Professionalism refers to the set of skills and values that, in the case of medicine, characterize the essence of humanism in professional work
Technical knowledge and clinical skills are foundational to medical professionalism, values are central to the definition of professionalism and distinguish it from the concept of a mere clinical competence
13 (22%) physicians indicated that they dedicated more than half of their 40 weekly working hours to clinics, 7 (12%) to academic activities, and 8 (13%) to management
Summary
Professionalism refers to the set of skills and values that, in the case of medicine, characterize the essence of humanism in professional work. Technical knowledge and clinical skills are foundational to medical professionalism, values are central to the definition of professionalism and distinguish it from the concept of a mere clinical competence. There are three competencies recognized as specific elements of medical professionalism: inter-professional collaboration, empathy and lifelong learning abilities. Based on this premise, David Stern [1] defined medical professionalism as “a foundation of clinical competence, communication skills, and ethical and legal understanding, upon which the aspiration to professionalism and wise application of its principles are built: excellence, humanism, accountability, and altruism”. In the specific case of inter-professional collaborative abilities, research suggests that interdisciplinary healthcare teamwork reduces patient death rates, improves clinical care and patient satisfaction, and reduces costs [1]
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