Professional Themes Research Articles

Implementing A Professionalism Program for a Pediatric Residency Program

OPEN ACCESSFebruary 13, 2014Implementing A Professionalism Program for a Pediatric Residency Program Rachel Dawkins, MD, Simone Fogarasi, MD Rachel Dawkins, MD Louisiana State University School of Medicine in New Orleans Google Scholar More articles by this author , Simone Fogarasi, MD Ochsner Health System in New Orleans Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9703 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractDesigning a curriculum and demonstrating competency in the domain of professionalism is of utmost importance. This resource is a novel, longitudinal curriculum that introduces important themes from the professionalism literature, and provided our residents with a forum to share their thoughts and experiences about professionalism in a safe and supervised setting. We opted to integrate this curriculum into the noon conference time offered on a quarterly basis.We divided all of our residents into groups of 10, spanning all levels of training. Each group is paired with one or two faculty members who went through a faculty development seminar where this curriculum was introduced. Using the cases provided, we aimed to address the following topics: introduction to professionalism, professionalism and clinical care, professionalism and stress, and professionalism and society. During each session, the residents are encouraged to bring up their own cases and experiences for discussion. This curriculum also includes a faculty development piece to assist faculty with facilitating discussion amongst residents. We evaluated the curriculum using a qualitative analysis of takeaway points written by the residents. Our curriculum succeeded in introducing the important themes of professionalism. We were excited to find that a number of residents commented that they learned a skill, behavior set, or an approach that they will employ in the future as a result of these sessions. Educational Objectives By the end of this curriculum, educators will be able to: Structure small groups to effectively teach and discuss professionalism topics.Develop faculty to teach professionalism and mentor learners in the small group setting.Facilitate discussion about the daily professionalism challenges facing physicians. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Curriculum Overview.pdf Facilitators guide.pdf Overview of Professionalism Lecture.pptx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationDawkins R, Fogarasi S. Implementing A Professionalism Program for a Pediatric Residency Program. MedEdPORTAL. 2014;10:9703. https://doi.org/10.15766/mep_2374-8265.9703 Copyright & Permissions© 2014 Dawkins and Fogarasi. This is an open-access article distributed under the terms of the Creative Commons Attribution license.KeywordsProfessionalismEducationCurriculumPediatricsMedical Education Disclosures None to report. Funding/Support None to report. Loading ...

Using Blended Learning as an Innovative Delivery Model for an In-House Language Program

This paper reports on the development and implementation in 2012 of McGill University’s French at Work program for McGill employees, using a blended learning model. The program is an example of how a reduction in face-to-face teaching presents one solution to employees’ scheduling constraints and how this model might offer suggestions for the development of similar programs in a higher education setting.McGill University’s French at Work program welcomes a diverse participant body from different faculties and service groups. Created in response to decreasing enrolment and higher levels of absenteeism, the authors report that interdepartmental collaboration and a complete course redesign, along pre- established professional themes, were required in its development. Using the University’s Learning Management System (Desire2Learn) the course incorporates in-class sessions, self-directed, web-based activities as well as synchronous and asynchronous online discus- sions employing Microsoft Lync.A subsequent increase in registration and retention rates strongly suggests the program answers a real need for professional development in French as a second language within McGill University through innovative use of certain technologies.

Developing T-shaped water professionals: reflections on a framework for building capacity for innovation through collaboration, learning and leadership

In developed and development contexts, change is an increasingly central theme for water professionals. Growing populations, rapid urbanization and increasing demands for water, food and energy, are set against a backdrop of changing rainfall patterns and emerging trade-offs between the water required for water supply, energy provision, food production, livelihoods and ecological support. Building the capacity of water professionals to lead the changes in policy, planning, management and communities required to tackle these issues systemically is an essential component of our collective response to global water challenges. This paper provides a contribution to the fields of water leadership and capacity development by outlining, then critically discussing how a concept, the T-shaped professional, is being used as a framework to guide the design and delivery of postgraduate education programs to build leadership capacity in the water sector. The T-shaped concept integrates insights from leadership, learning theory, collaboration, critical thinking and praxis. In doing so, the concept and the way in which it has been applied in the context of postgraduate education provide an intellectually coherent and practical approach to developing the skills and knowledge required by water professionals to stimulate and lead change.

PP17 The Personal and Professional Impact of Stillbirth on Consultant Obstetricians

BackgroundStillbirth remains amongst the most challenging areas in obstetric practice. In Ireland, consultant obstetricians are ultimately responsible for care provided to mothers following stillbirth. This study explores the impact of...

PP.29 The Personal and Professional Impact of Stillbirth on Consultant Obstetricians

ObjectiveStillbirth remains amongst the most challenging areas in obstetric practise. In Ireland, consultant obstetricians are ultimately responsible for care provided to mothers following stillbirth. This study explores the impact of...

Developing T‐Shaped Water Professionals: Building Capacity in Collaboration, Learning, and Leadership to Drive Innovation

AbstractAs we progress into the 21st century, change is an increasingly central theme for water professionals and for professionals in sectors where water plays a central role. Building the capacity of professionals in water and closely related sectors to lead such change will be an essential component of the response to global water challenges this century. This paper provides a contribution by critically developing a concept, the T‐shaped water professional, as a framework for the design of curricula for educational programs to build the capacity of water professionals to stimulate and drive processes of innovation and change. The T‐shaped water professional concept integrates insights from leadership, organizational management, learning theory, collaboration, critical thinking, and praxis. In doing so, the concept provides a response to two basic questions – (i) what skills and knowledge do water professionals need to stimulate and lead change, and; (ii) how can we develop them?

Cloak of compassion, or evidence of elitism? An empirical analysis of white coat ceremonies

White coat ceremonies (WCCs) are widely prevalent as a celebration of matriculation in medical schools. Critics have questioned whether these ceremonies can successfully combine the themes of professionalism and humanism, as well as whether the white coat is an appropriate symbol. This study aimed to add a process of empirical assessment to the discussion of these criticisms by analysing the content and messages communicated during these ceremonies. Multiple qualitative methods were used to discern the core meanings expressed in a sample of 18 ceremonies through the analysis of artefacts, words, phrases, statements and narratives. Out of a stratified random sample of 25 US schools of medicine conducting WCCs in 2009, 18 schools submitted video, audio and written materials. All ceremonies followed the same general format, but varied in their content, messages and context. Ceremonies included five principal descriptions of what is symbolised by the white coat, including: commitment to humanistic professional care; a reminder of obligations and privileges; power; the student's need to 'grow', and the white coat as a mantle. Statements about obligations were made three times more frequently than statements about privileges. Key words or phrases in WCCs mapped to four domains: professionalism; morality; humanism, and spirituality. Spoken narratives focused on humility and generosity. The WCCs studied did not celebrate the status of an elite class, but marked the beginning of educational, personal and professional formation processes and urged matriculants to develop into doctors 'worthy of trust'. The ceremonies centred on the persons entering the vocation, who were invited to affirm its calling and obligations by donning a symbolic garb, and to join an ancient and modern tradition of healing and immersion in their community. The schools' articulated construct of the white coat situated it as a symbol of humanism. This study's findings may clarify and guide schools' choices in designing their own WCCs.

The Resilient Survivor—A Student Social Worker's Journey

This article is intended to bridge the gap between the literature on the service user perspective, essential to social work training, and the personal experiences student social workers bring to their training. It argues that there is a need to recognise the personal and sometimes painful experiences student social workers may bring to their training and the potential impact they have on their social work education and future practice. Sexually abused as a child, the author is in a unique position as a first year social work student to explore and share the impact of childhood sexual abuse (CSA) on her social work education and how this has been managed. This article will chart a parallel journey of personal and professional development by exploring the importance of reflective thought on one's own personal experiences and discussing how these experiences can inform the professional knowledge, skills and value base. This article concludes that during personal and professional development potential issues or themes may arise. These include the blurring of personal/professional boundaries, the need for heightened self-awareness skills, the ability to use supervision appropriately and the potential to misuse personal insights.

Attributes of residents as teachers and role models – A mixed methods study of stakeholders

Background: Residents are at the forefront of student education in the hospital, yet valid tools to assess their performance as teachers are lacking.Aims: To develop a valid evaluation tool for assessing resident performance as educators for clerkship students.Method: A mixed-methods design was used. Focus groups of residents and medical students explored desired behaviors in resident educators. Using grounded theory, a list of behaviors was generated inductively through iterative review and categorized into themes. After thematic saturation, behaviors were rated on a Likert scale by stakeholders based on “importance” and “accuracy of measurement.” Items which were both important and accurate were used in the final tool.Results: Eighty-five desirable behaviors for resident educators were identified and consolidated into a 14-item tool. Twenty met both “importance” and “accuracy” criteria and fell under themes of respect, safe environment, balancing supervision with autonomy, relevant teaching and feedback. Nineteen “important” behaviors deemed not accurately measurable fell under themes of professionalism, communication, management skills and leadership.Conclusions: Evaluation of residents as teachers and development of resident-as-teacher curricula should emphasize aforementioned areas. Professionalism and organizational skills may not be measurable reliably by learners. Complementary tools to assess these aspects of resident performance are necessary.

Fare e insegnare

Making and teaching architecture: the relationship between professional practice and academic efforts aimed at research and teaching does not always follow a continuous line that consistently connects theoretical assumptions and concrete results. This unavoidable gap between professional circumstances and experimental themes of the discipline becomes an opportunity for enriching the significance of both areas, establishing a more problematic but deeper notion of the discipline of design. The research intended for the pages of the departmental journal attempts to cover some works by teachers in our school, and from their interpretation the frequently complex relationship emerges between key themes in the architectural discipline and their repercussions on the level of the urban landscape.

The evolution of public relations measurement and evaluation

The measurement and evaluation of public relations effectiveness has long been a major professional and research issue. In the first half of the 20th century, there were two research methods applied, opinion polls and basic media analysis. These were used to plan campaigns and monitor progress of media relations activities. In the second half of the century, as the practices of public relations expanded, greater emphasis was given to media analysis but the evidence of many practitioner studies was that measurement and evaluation was more discussed than undertaken. In the final 25 years of the century, the academic voice began to become more prominent in the discussion and development of methodologies and in nationally-based education programmes aimed at practitioners. The Internet and social media also began to change practices. There were mixed results from this clamour: more practitioners began to evaluate public relations activity (but many still applied discredited measures) whilst new techniques began to be introduced. Document analysis has prepared a timeline of the development of public relations measurement and evaluation. This paper explores the academic and professional themes that have characterised the development of this important public relations practice over the past 110 years.

A Window on Professionalism in the Emergency Department Through Medical Student Narratives

We use medical students' reflections to deepen understanding of professionalism in the emergency department (ED), including the ideals that students wish to model and the lapses they hope to avoid. Fourth-year students in a mandatory ED clerkship were required to write 2 narrative reflections during the month. The authors conducted a qualitative analysis to determine professionalism themes. Sixty-one of 150 student reflections contained professionalism themes. Positive behaviors included compassion, tension between respecting diversity and respecting other core values, and balance between patient-centered care and effective care. In addition, the students wrote about commitment to excellent medical care and ethical principles. Many students struggled with how to deal with patients who might be "drug seekers" and when to prescribe narcotics. They were concerned about the balance of compassion, often noting differences in the patients' backgrounds compared with their own. On the other hand, many students observed unprofessional behaviors. Particularly concerning were the absence of compassion, physicians lying, and a lack of teamwork. Students reflected on how their own professional behavior could improve according to their experiences in the ED. Students' reflective narratives are a rich source of information about good professional behavior, as well as threats to professionalism. Their experiences shaped the students' perceptions of emergency medicine and its values. Such reflections may constitute an important resource for faculty, student, and resident development.

Nurses on the Run: Why They Come, Why They Stay Karen Buley Nurses on the Run: Why They Come, Why They Stay(Ed) Dog Ear Publishing£9.80156pp97816084433691608443361

WHILE MOST of these personal stories are from nurses who have lived and worked in north America, many are universal and the important philosophical, ethical and professional themes provide useful triggers for discussion and learning here in the UK.

The Poetics of Professionalism Among Dialysis Technicians

The vast majority of care for end-stage renal disease (ESRD) patients is provided by skilled (but not formally educated) paraprofessional technicians. Using Goffman's (1959) framing of the performance of self in everyday discourse, this study examines discourse from dialysis technicians and technical aides to explore these paraprofessionals' construction and performance of professional identity and professional communication within the context of an outpatient dialysis clinic. Themes of professionalism—individualized care, vigilance, teamwork, and emotion management—are illustrated via poetic transcription of interviews with technicians. I contend that such representation offers validity equal to that of traditional research accounts while embodying alternative representational strengths.

Eleven themes of patient-centred professionalism in community pharmacy: innovative approaches to consulting

The study aimed to clarify patient-centred professionalism within and across community pharmacy settings; position that knowledge in a modern-day environment, accessing the opinions and experiences of patients and professionals; inform the literature on the value of consultation workshops within this context; and develop a template of positive and challenging exemplars of patient-centred professionalism within these contexts. Thirty-nine study participants contributed to extended consultation workshops. Sessions were supported by bio-photographic data of healthcare practices across a range of different settings, and a final forum event. Thematic analysis of qualitative data, supported by the Nominal Group Work technique, led to a template containing 11 themes of positive and challenging aspects of patient-centred professionalism: safety, professional characteristics, relationships with patients, confidentiality and privacy, accessibility, training, professional pressures, services, environment, changing professional roles and patient characteristics. Themes, while descriptive and rich, highlight difficulties in defining this notion, which is both nuanced and ambiguous. While study participants were interested in the everyday examples of practice and interaction, they were strongly influenced by their different agendas and experiences. Patients, for example, wanted a quick and efficient dispensing service, where their needs and expectations came first. Pharmacists, on the other hand, found that pressing patient demands and overarching company policies led to professional anxiety that distracted them from what they perceived to be the defining aspect of their professionalism, dispensary work. The study outcomes indicate, in line with international literature, that while proud of supporting patients, many pharmacists feel demoralised, torn between pressing public and professional demands and the expectations of advice-giving in unfamiliar, formal situations within nondescript, corporate workspaces.

Case Western Reserve University School of Medicine and Cleveland Clinic

Case Western Reserve University School of Medicine and Cleveland Clinic

市民の認識する"医師のプロフェッショナリズム"に関する質的研究：欧米の医師憲章との比較

市民の認識する"医師のプロフェッショナリズム"に関する質的研究：欧米の医師憲章との比較

‘I can only learn in dialogue!’ Exploring professional identities in teacher education

This article discusses how professional identity, conceptualised as ‘stories professionals tell about themselves at a specific moment in a specific context’, can be portrayed to address its complexity as a dynamic, constructed, cognitive‐emotional, multi‐voiced, and dialogical concept. In order to construct a narrative–biographical method, eight teacher educators reflected on their professional development, using the self‐confrontation method, resulting in self‐narratives. The findings of the study indicate teacher educators’ meaningful experiences can be portrayed in a systematic way using identity components such as job motivation, task perception, task‐feeling, self‐image and self‐feeling. This method can reveal a personal or professional theme to further educators’ development, focusing both on a content level as well as an emotional level. These results were illustrated by one teacher educator’s story. Finally, suitability of this method was discussed for reflection purposes in teacher education and research goals.

Careers in Anesthesiology: The Joy of Volunteering, Volume XI.

Massachusetts General Hospital/Harvard Medical School, Boston, Massachusetts. acarinci@partners.orgCareers in Anesthesiology: The Joy of Volunteering, Volume XI. By Donald Caton, M.D., and Kathryn E. McGoldrick, M.D. (Editors). Park Ridge, Illinois, Wood Library-Museum of Anesthesiology, 2008. Pages: 99. Price: $50.00.Careers in Anesthesiology, The Joy of Volunteering is an interesting and thought-provoking collection of personal stories, anecdotes, and memories from the authors' collective experience in volunteering. The stories included in the text are woven around the core concept of “Professionalism,” which the authors' state is grounded in excellence, altruism, respect, responsibility, integrity, collaboration, and celebration of diversity. A major aim of the text, as outlined in the introduction, is to “... stimulate medical students and young physicians to know the intense satisfaction that altruistic care for others brings.” This concept of “giving back” is not only applicable to medical students and young physicians but also to all physicians involved in the care of patients. Careers in Anesthesiology accomplishes more than its stated goal and is an easy, light-hearted read that will entertain, amaze, and ultimately inspire.Each of the eight chapters is written by a separate author and is based on the respective author’s life experiences in volunteering both within the medical mission realm and broader professional community. Each chapter is replete with the authors' personal journeys and self-reflection during their experiences. The adventurous stories take the reader to various domestic cities, such as, Dallas, Texas; Philadelphia, Pennsylvania; New Orleans, Louisiana; Boston, Massachusetts; and Baltimore, Maryland, and to far away exotic places, such as Tanzania, Africa; Kazakhstan, Asia; Newfoundland, Canada; and Peru, South America. The fascinating accounts are filled with successes and failures, and triumphs, and tribulations. Although the various narratives differ, the core themes of professionalism, altruism, and compassion are woven through each and every chapter.The text is easy to read, lighthearted, and fun. Almost all the chapters are concise, organized, and linear, without being verbose. Several well-selected pictures are included that help define the experiences of the authors and vividly portray the nature of their work. The stories are entertaining and interesting, and those with volunteer experience will easily relate to the sacrifice and sense of accomplishment. Moreover, in addition to being engaging, the stories are inspiring.Now, perhaps more than ever, the contemporary practice of medicine is in desperate need of reinvigoration. Medicare reimbursement, health maintenance organizations, pay-for-performance, quality metrics, evidence-based medicine, government relations, lobbying, and innumerable more issues bombard the practice of medicine daily. All these issues have conspired to depersonalize the practice of medicine and have subsequently led to various degrees of physician burnout. Careers in Anesthesiology is a timely reminder of why we have chosen medicine as a career and is a perfect vehicle with which to rekindle our enthusiasm for medicine.I enthusiastically endorse this book as a valuable addition to the library not only to anesthesiologists but also to physicians in any specialty. Published by the Wood Library-Museum, this text continues the model of excellence, creativity, and accomplishment that are the hallmarks of that great institution. It is a fascinating and humbling collection of stories based on the concept of volunteerism that will, no doubt, inspire many to give back.Massachusetts General Hospital/Harvard Medical School, Boston, Massachusetts. acarinci@partners.org

Revealing financial accounting in Finland under five historical themes

This article deals with the historical development of financial accounting in Finland from 1862 to 2005. The period starts with the publication of the first Finnish accounting textbook by August Lilius in 1862. The year 2005 marks another milestone: this was when all listed companies were obligated to prepare consolidated accounts according to IAS/ IFRS standards. The study applies a discourse analysis approach and presents Finnish financial accounting history under five discourses or themes, namely: entrepreneurship, academic, governance control, professional and financial market themes. Some of these have assumed more dominance over time while others have lost much of their former significance.