Definition Of Professionalism Research Articles

Incorporating equity, diversity and inclusion (EDI) into the education and assessment of professionalism for healthcare professionals and trainees: a scoping review

BackgroundCurrent definitions of professionalism for healthcare trainees often lack equity, diversity and inclusion (EDI) in the expectations and assessment of professionalism. While professionalism teaching is incorporated in healthcare training, equity-deserving groups still experience discrimination. This scoping review investigates the literature to understand how EDI and associated domains of cultural humility, and advocacy can be incorporated in healthcare trainees’ education and assessment of professionalism.MethodsThe Arksey and O’Malley framework was applied to this scoping review. MEDLINE, Embase & PsychINFO were searched up to March 2023, with terms surrounding health professionals, professionalism, EDI, cultural humility, and advocacy. Titles and abstracts (n = 3870) and full-texts (n = 140) were independently screened by two reviewers. Articles were included if they focused on EDI, cultural humility, or advocacy among healthcare students/trainees, and had outcomes related to professionalism. Articles lacking discussion of professionalism as an outcome were excluded. Themes were generated by mutual discussion. Risk of bias was assessed using the Cote et al. and Medical Education Research Study Quality Instrument (MERSQI) tools.Results48 articles underwent thematic analysis. Studies investigated the disciplines of medicine, nursing, social work, physiotherapy, and dentistry. Most studies were qualitative in methodology (n = 23). Three themes emerged: (1) EDI-related interventions are associated with improved professionalism of healthcare trainees/workers (n = 21). Interventions employed were either an EDI-associated educational course (n = 8) or an exchange program to promote EDI competencies among trainees (n = 13). (2) Trainee definitions and perceptions of professionalism include themes related to EDI and cultural humility (n = 12). (3) Current standards of professionalism are perceived as non-inclusive towards historically-marginalized populations (n = 15). Literature investigating advocacy as it relates to professionalism is limited.ConclusionThis review identified that core EDI principles and its associated domains of cultural humility and advocacy are often viewed as integral to professionalism. These findings create a strong impetus to incorporate EDI principles within professionalism frameworks in healthcare education. Future research should employ standardized tools for professionalism assessment to provide more conclusive evidence. Incorporating patient perspectives of professionalism can inform actionable recommendations for fostering inclusive healthcare environments.

Participation profiles in Chilean ECE professional associations and unions: assemblages of agency and professional field orientation

ABSTRACT This article explains how early childhood education (ECE) teachers in Chile participate in ECE teachers’ Professional Associations and Unions (ECEPAUs), building professionalism amid a constraining context composed of an entirely feminized workforce, and educational policies influenced by neoliberalism. Following the Constructivist-Grounded Theory (CGT) abductive approach, this is a single holistic case study with a sample of ECE teachers participating in ECEPAUs. Data collection drew on individual in-depth interviews and discussion groups; the analysis was developed through Constant Comparison coding. Findings show an assemblage of four ECE teachers’ participation profiles in ECEPAUs; each one is shaped by the crossing of two axes: “Agency” and “ECE field.” These profiles are termed Communalist, Representativist, Field-centered, and Child-centered. To conclude, we discuss how these profiles, despite having some trappings of the definitions of professionalism usually described in the literature, do not have a one-to-one correspondence with the latter. This implies that these four profiles show that ECE teachers’ participation in ECEPAUs is not tied to the monolithic approach toward professionalism imposed by standardization and accountability. Optimistically, this loose-connectedness of teachers’ participation among ECEPAUs assembles an alternative ecosystem to navigate the constraining context but also may reflect the fragility of professionalism in the ECE field caused by fragmentation.

Treatment-emergent symptoms during short-term ketamine administration in treatment-resistant bipolar depression: A retrospective cross-sectional descriptive study

Symptoms that emerge during pharmacological treatment of bipolar depression are frequently observed, underscoring the necessity for comprehensive treatment monitoring. This observational study sought to observe the correlation of eight intravenous ketamine infusions with treatment-emergent depressive symptoms in treatment-resistant bipolar depression patients who maintained their baseline psychotropic and chronic somatic treatments. Depressive symptoms were evaluated using the Inventory of Depressive Symptomatology Self-Report 30 (IDS-SR30). Treatment-emergent symptoms TES were defined as symptoms absent at baseline but present at the conclusion of the study. The most common TES included decreased appetite, increased weight, hypersomnia, and diurnal mood variation. Conversely, feelings of sadness, altered perceptions of the future, decreased interest in sex, and physical discomfort were absent in all patients. Notably, 13.6 % of patients reported thoughts of death or suicide. Larger-scale studies, integrating clinician-rated and patient-reported outcome measures, are essential to deepen our understanding of treatment-emergent symptoms. Establishing regulatory or professional definitions for treatment-emergent symptoms is warranted to improve the robustness of future research endeavors.

SEMANTIC DYNAMICS OF BUSINESS IN STYLISTICS OF SOCIAL COMMUNICATION

The article is devoted to the linguistic and stylistic motivation of the "business" nature in the time and space of culture. The research idea regarding the need for professional analysis of the evolution of business is formulated and argued: from the primary meaning of the word to the modern one, which reflects the values and priorities of the development of the modern world, verbalized as a result of active processes of literary language development. The functioning of "business" concept in heterogeneous communicative fragments — in the structure of word combinations and fixed expressions — is studied, which explains the nature and scope of its application and the effective expediency of its use in multilingual contexts. The status of business in the language consciousness of society and the general state of business activity are considered through a diachronic comparison of the semantics of the term "business" in general language dictionaries of different editions. Therefore, attention is focused on common and professional definitions of the concept of business, their features and differences. For the dynamics of the objectivity of stylistic studies of business communication, it is determined that it is relevant to characterize the nature of business as a phenomenon, its strategies and tactics, which appear as systematized communicative intentions of speakers and determine effective models of their verbal interaction in this area. At this stage, we consider such tasks to be promising for further research, since business linguistics aspectology is projected onto the system of current issues that determine the vectors of development of national linguistics. Taking into account the development of multimedia technologies, which today actively affect all spheres of public communication, determine the dynamic nature of their functional and stylistic adaptation to the priorities and values of the mass audience, the task of the research perspective of creating and implementing an effective functional model of business communication, in particular, in the media space, was formulated.

THE EDUCATIONAL ENVIRONMENT AS A FACTOR IN OPTIMIZING THE TRAINING OF A CREATIVE TEACHER IN A HIGHER EDUCATION INSTITUTION

THE EDUCATIONAL ENVIRONMENT AS A FACTOR IN OPTIMIZING THE TRAINING OF A CREATIVE TEACHER IN A HIGHER EDUCATION INSTITUTION

Rehabilitative Health Care Professionals' Perceptions of Appearance-Based Professionalism.

Professionalism has been discussed and defined in a variety of ways, including attire and other forms of self-expression. To determine athletic trainer (AT), physical therapist (PT), and athletic training or PT students' perceptions of appearance-based professionalism in the workplace and, secondly, to ascertain how perceptions differed across professions. Cross-sectional study. Web-based survey. Athletic trainers, PTs, and athletic training and PT students who were predominantly White, non-Hispanic, female, aged 30 ± 9 years, and recruited via listservs and social media. The independent variables were participant demographics. The dependent variables were self-reported perceptions of professionalism for each photo. The survey consisted of 3 sections: demographics, 8 photos of ATs or PTs with depictions of patient-provider interactions, and open-ended responses. For each photo, participants selected yes, no, or unsure regarding the photo. An open-ended response was prompted with a no or unsure selection. The participant further described the reason for that choice. Most participants determined the health care provider depicted in 7 photos appeared professional. Only 1 photo was deemed unprofessional by the professional majority. Significant differences existed between students and professionals for 5 photos. The proportion of participants who reported the photos were unprofessional differed among professions for 2 photos. From our qualitative analysis, we found 6 domains: (1) unprofessional attire and hair, (2) situation-dependent attire, (3) role confusion and health care employer or employee identification, (4) nonappearance related, (5) tattoo-related bias, and (6) rethinking after question is displayed. What is considered appropriate and professional is not concrete. Differing concepts of professionalism generated biased judgments and criticisms. Our findings should lead providers to reexamine the definition of professionalism. The past should not dictate the future, and today's social mores can help shape the definition as it should be considered in today's settings.

Professionalism in Communication Sciences and Disorders: Consideration of Diversity, Equity, Inclusion, and Access

Purpose: This tutorial aims to provide an in-depth discussion of professionalism in communication sciences and disorders (CSD) with consideration of diversity, equity, inclusion, and access. Students, practitioners, and faculty in CSD are taught and held to expectations of professionalism. However, criteria for professionalism often do not fully consider diversity, equity, inclusion, and access. Method: Relevant literature on professionalism and diversity, equity, and inclusion is reviewed and summarized. Case scenarios are also shared to provide examples of how these aspects are not currently considered in the discipline of CSD. Results: The current definitions of professionalism are vague and oftentimes exclude cultural differences. Because the majority of American Speech-Language-Hearing Association membership and leadership groups are from the mainstream culture, the definitions and attributes of professional norms have been influenced by mainstream culture. Conclusions: Recent publications on professionalism and professional behavior in medicine have discussed the impact of racialized professionalism norms on increasing diversity of medical students and trainees. It is imperative to resonate such issues in the CSD profession, because there is a growing number of students and practitioners from minority groups. This tutorial addresses how the discipline of CSD can reflect cultural responsiveness to the standards for students, practitioners, and faculty. Several solutions are suggested.

Considering Medical Professionalism from the Standpoint of Pharmacy Education

Worldwide interest in teaching medical professionalism has increased drastically over the past two decades and is recognized as an important core competency. It is also essential in pharmacy education. However, there is no single definition of medical professionalism owing to its multifaceted nature, leading to difficulty in understanding it. The foundational concept of professionalism are the social contract and accountability, which describe the relationship between the profession and the society which it serves. Profession must understand expectations from the society, which is trustworthy, assures competence, and devoted to the public good for the contract based on their mutual trust. In "teaching," three basic educational actions ("setting expectations," "providing experiences," and "evaluating outcomes") are required. There are two learning goals of professionalism education: the minimum goal of not doing unprofessional acts and the aspirational goal of pursuing a higher level of interiorized professionalism which leads to the professional identity formation. The true professionals are "reflective practitioners," who have the ability to manage ambiguous problems using their interiorized professionalism in complicated situations. Therefore, reflection is one of the central concepts of professionalism education. The Professionalism Mini-Evaluation Exercise (P-MEX), an observational tool to evaluate medical professionalism, has some favorable aspects; the Japanese version is available and is a guide to specific actions for professionalism through its items, although some cautions must be exercised when using it. Considering that teaching professionalism includes not only formal but informal and hidden curricula, all of the staff in the educational environments should consider professionalism education by understanding professionalism.

Professional and Creative Skills and Personal Qualities of a Teacher in Organising Educational Process

The given article considers and characterizes the professional definition of individual features in a music teacher’s pedagogical activity. The authors have provided the interpretation of the concept “professional-creative and individual-personal qualities of a teacher” as an integral component of his/her performing a high-quality educational process. A pedagogue’s dominant indicator of professional competence has been determined. The article outlines the modern context, problems and prospects of a teacher’s personal development throughout the entire life.

Guidance and Counseling in Colleges and Universities in Taiwan: Challenges and Perspectives

<p>本文旨在探討臺灣大專校院諮商輔導工作歷經超過60年之發展，輔導工作現況、挑戰與展望。本文採文獻分析法與文件分析，以學生輔導法為依歸，依三級輔導機制、輔導組織定位與資源人力配置，以及績效評估與自我改善機制等三面向探討，並提出如下展望：(1)大專校院諮輔單位之專業形象與組織定位、角色功能宜再定義與明確化；(2)建立校園生態系統合作模式，型塑正向輔導氛圍，共同推動三級輔導工作；(3)建立資料庫或大數據平台，以利掌握現況資訊及趨勢脈動。(4)在績效展現部分，宜結合校務研究建立證據導向與持續改善機制之校本輔導工作特色與品保系統；(5)發展嚴謹、具公信力之諮商輔導認證機制。(6)同時為因應與日俱增之輔導工作需求與挑戰負荷,宜提升區域平台之功能，確保輔導工作品質與效能；(7)網路及後疫情時代宜善用科技，使諮商輔導工作與時俱進。</p> <p> </p><p>This study aimed to explore the development, implications, challenges, and prospects of counseling work at Taiwan’s colleges and universities for more than 60 years. This study employed the literature analysis and document analysis methods to explore the current situation and challenges from three aspects of counseling, namely organizational position and manpower allocation, three levels of guidance and counseling and transition mechanism, and performance evaluation and self-improvement mechanism. It anticipated the following prospects: redefine and clarify the professional image and organizational position and role and function of guidance and counseling units in colleges and universities. Additionally, according to the comprehensive professional definition and by integrating the division of work, a campus ecological system based on a cooperation model should be established, fostering a positive counseling image and collectively promoting the three levels of guidance and counseling. It is recommended that government or academic organizations establish a database or big data platform to acquire current information and trends to expand and improve guidance and counseling work. Regarding performance, it is advisable to incorporate institutional research to establish an evidence-oriented and continuous improvement mechanism for school-based counseling characteristics and quality assurance systems and develop an authentic and rigorous guidance and counseling credential-awarded mechanism. Guidance and counseling professional associations should promote effectiveness evaluation, performance presentation, and counseling work quality assurance system of each school, broadening the implications and scope of colleges and universities’ counseling. Simultaneously, to cope with the ever-increasing needs and challenges of counseling, it is advisable to enhance the functions of the regional platform to ensure the quality and effectiveness of counseling work. Guidance and counseling in the post-epidemic era should be integrated with emerging technologies to develop technological consultation work that can align with current trends.</p> <p> </p>

Using Participatory Research Methods to Foster an Anti-Racist Graduate Learning Environment

Only within the last few years has the American Psychological Association (APA) acknowledged the impact that the racist history of psychology training, research, and practice has had on people of color (APA, October 2021). As the primary governing organization of psychology, the field looks to the APA to model the possibility of an anti-racist approach to psychology. Training competencies, such as “professionalism,” have persisted as a core foundational skill, yet there is no consensus regarding the definition or essential elements of the competency (Elman et al., 2005; Grus et al., 2018). The lack of clarity in definition and essential elements has left supervising health service psychologists to form more subjective assessments that may be rooted within the field’s racist history. It is therefore unsurprising that professionalism is a concept that has long been weaponized against Black people, Indigenous people, and people of color (BIPOC) in medical and educational settings (Marom, 2019). To address this problem in a School Psychology doctoral program, participatory action research (PAR) methods were utilized to take action towards the creation of an equitable, inclusive, experiential definition of professionalism to reduce opportunities for racist and other discriminatory evaluation. Students and faculty were involved in every phase of the project, from the inception through multiple rounds of analysis and member checking. The result was a programmatic Essence Statement of professionalism, core beliefs about professionalism, and a table of professionalism competencies with definitions and behavioral exemplars, all of which are now codified in the School Psychology Program Handbook and available to all current and prospective students and faculty. The outlined methods can be implemented by professionals across disciplines and systems to actively reduce inequalities in settings where individuals with diverse and intersection identities evaluated by these systems have traditionally been excluded from the processes that impact them.

The blurred lines of professionalism in dentistry

AbstractIntroduction Literature surrounding the definition, portrayal and teaching of professionalism in dentistry is widespread. However, there has been substantially less focus on the boundaries of professionalism and what constitutes unprofessional or a lapse in professionalism.Aims What about a dentist's conduct calls their professionalism into question? In exploring this, we shed light on where the boundary between professional and unprofessional conduct is blurred.Methods Drawing on data from a larger study, we conducted a thematic analysis on a series of statements surrounding professionalism and 772 open-text online survey responses from dental professionals and the public.Results Professionalism in dentistry and the circumstances where it is brought into question appears to centre around patient trust. Blurriness occurs when we consider how trust is established. Two lines of argument were constructed: patients' trust in the professionalism of their dentist is founded on any behaviour bearing a direct influence on clinical care or that challenges the law; and patients' trust also extends to aspects that reveal the inherent character of the dentist and that can threaten their integrity.Conclusion We recommend an approach to professionalism that mirrors a dentist's approach to clinical practice: learned and tailored interactions, and judgement and reflection.

Labor markets for health supply chain management in Rwanda: a qualitative study of stakeholder perspectives

BackgroundEffective supply chains for health products require an adequate, skilled workforce for supply chain management (SCM). Rwanda faces challenges in human resources for SCM, including limited capacity for SCM at different levels. Understanding of the factors influencing the supply of and demand for SCM professionals in Rwanda is necessary to ensure the labor market contains an adequate workforce. This study identifies the perspectives of key stakeholders in the supply chain management sector about the factors influencing the supply of and demand for SCM professionals.MethodsData were collected in semi-structured group and one-on-one interviews with 39 key stakeholders involved in the supply chain management labor market between March and April 2019. Interviewees were categorized according to their role in the labor market as system actors, functional actors involved in the supply of SCM workers, and functional actors involved in the demand for SCM workers. Interviewees were asked open-ended questions about factors influencing the demand for and the supply of SCM workers, and recommendations for improvement. Interviews were analyzed thematically. One validation focus group was held and the results were also reviewed by the Ministry of Health in Rwanda.ResultsStakeholders agreed that skills mismatch between SCM workers’ skills and the competencies jobs require impacts the supply of workers. A lack of career structure for SCM, lack of professional definitions for health supply chain management, and SCM curricula that do not match the needs of the workplace contribute to this gap. The demand for SCM professionals is poorly defined in terms of the numbers of professionals needed and the skills workers require. Financial limitations hinder demand for health SCM professionals.ConclusionsThis study adds to the understanding of factors influencing the SCM labor market in Rwanda by documenting perspectives from government ministries, professional organizations, universities, and employers from SCM organizations. Improving the SCM labor market in Rwanda and the availability of the skilled cadres required for the effective management of health supply chains in Rwanda requires a coordinated effort by the Ministry of Health in Rwanda, private SCM companies, professional associations, education sector, and policy makers.

Developing a research tool to detect iatrogenic adverse events in psychiatric health care by involving service users and health professionals.

Most health professionals working in psychiatric care will experience adverse events (AE) such as service user suicide or violence, during their career Norway lacks measures to capture potential iatrogenic injuries, such as risk assessment measures, to evaluate patient records for AEs in both inpatient and outpatient psychiatric clinics in hospitals WHAT THE PAPER ADDS TO EXISTING KNOWLEDGE: We have described an approach to the validation of a research tool between different national contexts; a process that went beyond language translation We have incorporated the understanding of health professionals and service users; to bring together the lifeworld of the patient with the professional definition of AEs, triggers and risk areas of AEs in a psychiatric context. The service users' experiences resulted in modifications to the tool. Applying the 'Global Trigger Tool-Psychiatry' in Norway and Sweden can help mental health nurses to prevent iatrogenic harm and reduce the occurrence of AEs through the identification of potential triggers. Implementing 'Global Trigger Tool-Psychiatry' might help mental health nurses to improve patient safety in Norway and Sweden. INTRODUCTION: There is little consensus on cross-cultural and cross-national adaptation of research instruments. To translate and validate a Swedish research tool (GTT-P) to detect iatrogenic adverse events in psychiatric health care by involving service users and health professionals in the process. The GTT-P, designed to identify events in patient records that were triggers for adverse events, was translated to Norwegian using a cross-cultural adaptation approach. This involved two focus groups with clinical staff, one of which involved service users, and a joint discussion at a Dialogue Conference to generate consensus on the definition of the triggers of potential adverse events identifiable in patient records. We highlight both the differences and commonalities in defining the nature of risks, the adverse events and the triggers of such events. The Dialogue Conference resulted in three modifications of the tool, based on service users' experiences. Service user involvement and co-production was essential for both the translation and adaptation of the research instrument. We have described an approach to the validation of a research tool between different national contexts; a process that went beyond language translation. This approach enables a more nuanced understanding of potential risks within a psychiatric context as it engages differences in the care delivery. Applying the GTT-P in hospital-based psychiatric care might help to identify processes that need to be changed in order to promote patient safety and a safer work environment for mental health nurses. When translating and validating the GTT-P from Swedish to Norwegian, we have considered the knowledge and experiences of both service users and health professionals. The application of the GTT-P can promote greater patient safety in hospital settings.

Do Ejaculation Latency and Other Sexual Measures Differ Between Men With Lifelong and Acquired Premature Ejaculation?

To determine whether men with lifelong vs acquired premature ejaculation (PE) subtypes differ on their estimated ejaculation latencies (EL) and related sexual, relationship, and behavioral parameters. Of 2679 men who responded to an online multinational survey about sexual health and met inclusion criteria, 540 reported "probable" or "definite" PE, as assessed by the Premature Ejaculation Diagnostic Tool. Lifelong and acquired PE subtypes were compared on multiple measures related to EL, as well as on sets of demographic, diagnostic, relationship, sexual behavioral, and sexual functioning measures during both partnered sex and masturbation. Nearly 73% of men with PE in this sample reported the lifelong subtype. No differences emerged in EL measures between subtypes, even when parsed according to age. Specifically, men 37years or under with either definite lifelong or acquired PE reported ELs of 1.9 minutes (SD=1.3). For men over 37, lifelong ELs were 2.0 minutes (SD=1.3), acquired ELs 2.4 minutes (SD=1.4). While the lifelong subgroup was younger and reported lower erectile functioning, these differences occurred only in the probable PE group and not the definite PE group. Our data do not support different EL criteria for men with acquired vs lifelong PE, as suggested by several professional definitions. Furthermore, differences in age and erectile functioning between the groups, often reported in clinical samples though not in our definite PE group, may be an artifact of the general health/patient characteristics that lead such men to seek medical assistance.

An Introductory Qualitative Exploration of Medical Student Perceptions of Professionalism at One Medical University.

Professionalism as a competency in medical education has been defined in multiple ways. Irby and Hamstra offered three frameworks of professionalism in medical education. This study examines medical students' definitions of professionalism to assess whether they align with these frameworks. We administered an open-ended questionnaire to 92 medical students at a single university in the United States. We conducted thematic coding of responses and calculated code frequencies. The response rate was 54%. There were no observable differences between the responses of students in clinical versus preclinical training phases. The majority of comments (84%) reflected aspects of multiple frameworks from Irby and Hamstra and three emergent themes were identified. Most respondents (96%) cited aspects of the behavior-based framework. Most students' (66%) responses also aligned with the virtue-based framework. Emergent themes were "hierarchical nature of medicine," "academic environment/hidden curriculum," and "service and advocacy." "Service and advocacy" can be viewed as contexts for Irby and Hamstra's identity formation framework, but references did not align with the full definition. Our findings suggest that students view professionalism through multiple frameworks and indicate a predominance of the behavior-based framework. Experiences with organizational culture and values may be important in students' definitions of professionalism.

Organizational Professionalism and Self-Assessment: Realization of a Necessity

Background: The recent rapid developments in medical science and technologies have brought about powerful medical tools; however, the professional commitment has failed to keep pace. Professionals’ reluctance or failure to practice professional behavior has significantly challenged society’s trust in professionalism. Consistent assessment of the profession, at least through measuring the capabilities and encouraging the elimination of shortcomings, can serve as an effective tool to preserve or restore this trust. Numerous assessment methods are recommended to measure the level of professionalism among the members of the medical society. Sometimes, professionalism is defined using shared values and sometimes various lists of professional behaviors are suggested. However, no comprehensive definition has been proposed for professionalism. Professionalism is normally individual. This study sought to provide a comprehensive definition of professionalism and accordingly explains organizational professionalism. In addition, it tried to define profession assessment through a non-systematic review of online resources using Web of Science, Science Direct, and PubMed databases. Professionalism is a belief system or a driving force to create these lists to improve healthcare, according to which professionalism requires collective action. The philosophy underlying the common standards of physicians regarding the patient-physician relationship confirms the importance of teamwork and organizational professionalism. Following professional autonomy, assessment of the members of a profession is carried out via self-assessment. Meanwhile, the continuation of the self-assessment system entails patients’ trust in their physician and society’s trust in the profession of medicine. Furthermore, the medical profession should operate with more transparency, thus the society can feel that the self-assessment is really effective. Thus, constant and dynamic self-assessment is started with the physicians and expanded through the clinical team. The profession should administer systematic professionalism in all dimensions of the health system. In addition, it should guard its self-assessment privileges obtained from society and seek the assistance of ordinary individuals in society, patients, and experts in fulfilling this task.

Expert consensus on clinical research nurse management in China

ObjectiveWith the rising number of clinical trials conducted in China, the role of clinical research nurses (CRNs) within clinical trial organizations has become increasingly crucial. However, in the absence of industry guidelines, the management of CRNs lacks clarity. This study aims to address this gap by establishing a consensus on CRN management. MethodsThe International Association of Clinical Research Nurses (IACRN)-Shanghai Chapter assembled a panel of experts to develop a consensus on the management of clinical research nurses. This consensus was formulated through an extensive literature review, expert evaluations, and collaborative conference discussions. ResultsThe consensus document offers a comprehensive professional definition of CRNs and provides detailed insights into their management. It covers aspects such as job settings, qualifications, responsibilities, training, assessment, workload management, staffing allocation, performance evaluation, and career progression. ConclusionsEstablishing a professional definition for CRNs creates a standardized reference point for clinical trial institutions to effectively manage these professionals. Consistency in CRNs’ roles, training, staffing, and corresponding assessments is essential for promoting their sustainable and healthy development within the field of clinical research.

The Impact of the COVID-19 Surge Response on Motivation Among Anesthesiology Residents and Fellows: A discussion of findings from semi-structured interviews at Montefiore Medical Center and educational takeaways.

The American Board of Medical Specialties definition of medical professionalism cites the need to acquire, maintain, and advance a value system serving the patients' and public's interests above self-interests.4 Medical professionalism is a one of the core physician competencies assessed by both the ACGME training program evaluation and the ABA certification process. However, a growing concern for the decline of professionalism and altruism in medicine resulted in increased publications on the matter, citing various potential sources for the issue. All residents and fellows (Focus Group 1) of the Anesthesiology Department of Montefiore Medical Center in Bronx, NY were invited to participate in a semi-structured interview via Zoom, held on two separate dates. A separate invitation was sent to the faculty of the department (Focus Group 2), held on one date. During the interview, guiding questions were provided by the 4 interviews to facilitate discussion. The interviewers, all members of the anesthesia faculty, took notes as the interviews progressed. The notes were reviewed for common themes as well as supporting and contradicting quotations. A total of 23 residents and fellows and a total of 25 faculty members within the Anesthesiology department at Montefiore Medical Center were interviewed. Amongst the findings, common discussions concerned motivating and demotivating factors contributing to the professionalism and altruism exhibited by the residents and fellows when caring for critical COVID-19 patients during the height of the pandemic. It was widely regarded that patient improvement, community and team support, as well as intrinsic desire to help greatly motivated the team while continuous patient deterioration, uncertainty in staffing and treatment, and concerns for personal and family safety were sources of discouragement. Overall, faculty perceived an increased demonstration of altruism amongst residents and fellows. The statements made by the residents and fellows during their interviews supported this observation. The actions of the Montefiore Anesthesiology residents and fellows demonstrated that altruism and professionalism were readily available amongst physicians. Increased levels of empathy and responsibility contributed to a demonstration of professionalism that challenges previous views of a perceived decline of these attributes in the medical field. The findings of this study stress the importance of creating a curriculum and exercise that stress empathy-based care and altruism in order to improve resident satisfaction and decrease feelings of burnout. Additionally, curriculum additions to facilitate professionalism are proposed.

Western European Musical and Performance Professionalism in Historical-Evolutionary and Social-Cultural Contexts

The purpose of the article is to reveal the regularities of the polymorphism of the Western European music-performance paradigms of professionalism in historical and socio-cultural coordinates from the Middle Ages to the end of the 19th century. The research methodology: source studies for the formation of ideas about the scientific and applied-practical basis of performance principles and educational systems of different eras laid out in treatises, methods, instrumental schools of European thinkers, teachers, and performers-practitioners of the past; retrospective and system-analytical in the selection and analysis of scientific literature; cultural-historical to trace the historical dynamics of musical and performing expertise in the lens of the aesthetic and spiritual superstructure of society. The scientific novelty lies in the fact that the consideration of the problem of epochal changes in performing traditions is carried out contextually. Taking as a basis the definition of the musical professionalism of the performers, their activity as the main profession, provided with relevant skills and knowledge, which is the basis for obtaining a means of livelihood (not a related occupation, a form of leisure, or hobby), the musical and performing forms characteristic of certain historical eras and are relevant to public demands and requirements for specialists in various performing industries. In parallel, methods and means of understanding musical professionalism are considered. Conclusions. The detection of regularities in the evolution of the criteria of performers’ musical professionalism in the historical and sociocultural projection demonstrates a gradual shift from church and court performance to secular (concert and every day) performance. This dictates the polymorphism and adaptability of the category of musical and performing professionalism. At the same time, there were processes of deeper differentiation of individual specialties, improvement of tools, development of a system of special education centres, development of music science from philosophical generalisation to the study of specific practical-executive and special-pedagogical issues. The named objective manifestations of evolution were accompanied by an increased concentration of attention on the personal and individual growth of the performer and their spiritual and intellectual development.
 Key words: musical professionalism, performance practice, public concerts, vocational education, forms of artistic life, evolution.