Teaching Medical Professionalism: Supporting the Development of a Professional Identity

doi:10.1017/CBO9781316178485

Teaching Medical Professionalism

Supporting the Development of a Professional Identity

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This book presents ideas, evidence and guidance for those interested in using the most recent advances in knowledge about learning and human development to enhance medical education's ability to form competent, caring and publicly responsible physicians. It does this by establishing the development of a professional identity in medical students and residents as a primary goal of medical education. This new approach is emerging from experience and experiment by medical educators articulating a new way of understanding their mission. It is an optimistic book - the voices are those of the leaders, theorists and experienced practitioners who have found in this new approach a promising way to confront the challenges of a new era in medicine. It summarizes the theoretical basis of identity formation, outlines our current knowledge of how best to assist learners as they acquire a professional identity, and addresses the issue of assessment of progress towards this goal.

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vi
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List of contributors
pp vii-viii
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Foreword
pp ix-xvi
- By William M. Sullivan, New American Colleges and Universities, San Francisco, California, USA
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Introduction
pp 1-4
- By Richard L. Cruess, McGill University, Montreal, Quebec, Canada, Sylvia R. Cruess, McGill University, Montreal, Quebec, Canada, Yvonne Steinert, McGill University, Montreal, Quebec, Canada
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Part I - What is to be taught and learned
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1 - Professionalism and professional identity formation: the cognitive base
pp 5-25
- By Richard L. Cruess, McGill University, Montreal, Quebec, Canada, Sylvia R. Cruess, McGill University, Montreal, Quebec, Canada
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2 - Developing a professional identity: a learner's perspective
pp 26-36
- By Robert Sternszus, McGill University, Montreal, Quebec, Canada
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Part II - Theory
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3 - Theoretical insights into the nature and nurture of professional identities
pp 37-53
- By Lynn V. Monrouxe, Chang Gung Memorial Hospital, Linkou, Taiwan
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4 - Socialization, professionalism, and professional identity formation
pp 54-67
- By Frederic William Hafferty, College of Medicine, Program in Professionalism & Values, Mayo Clinic, Rochester, Minnesota, USA
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5 - Educational theory and strategies to support professionalism and professional identity formation
pp 68-83
- By Yvonne Steinert, McGill University, Montreal, Quebec, Canada
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6 - Role modeling and mentoring in the formation of professional identity
pp 84-96
- By Karen V. Mann, Dalhousie University, Halifax, Nova Scotia, Canada, Elizabeth Gaufberg, Arnold P. Gold Foundation Research Institute
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7 - Experiential learning and reflection to support professionalism and professional identity formation
pp 97-112
- By Thomas A. Hutchinson, University, Montreal, Quebec, Canada, Mark Smilovitch, McGill University, Montreal, Quebec, Canada
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Part III - Principles
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8 - General principles for establishing programs to support professionalism and professional identity formation at the undergraduate and postgraduate levels
pp 113-123
- By Sylvia R. Cruess, McGill University, Montreal, Quebec, Canada, Richard L. Cruess, McGill University, Montreal, Quebec, Canada
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9 - Faculty development to support professionalism and professional identity formation
pp 124-139
- By Yvonne Steinert, McGill University, Montreal, Quebec, Canada
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10 - Becoming interprofessional: professional identity formation in the health professions
pp 140-154
- By Jill E. Thistlethwaite, Adjunct Professor, School of Communications, University of Technology, Ultimo, Australia, Koshila Kumar, Lecturer (Clinical Educator Development), Flinders University Rural Clinical School, Adelaide, Australia, Christopher Roberts, Sydney Medical School - Northern Hornsby Ku-Ring-Gai Hospital, Hornsby, Australia
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11 - Assessment of professionalism and progress in the development of a professional identity
pp 155-168
- By John J. Norcini, Research (FAIMER), Philadelphia, Pennsylvania, USA, Judy A. Shea, University of Pennsylvania, Philadelphia, Pennsylvania, USA
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12 - Remediation of unprofessional behavior
pp 169-185
- By Louise Arnold, University of Missouri-Kansas City School of Medicine, Kansas City, Missouri, USA, Christine Sullivan, University of Missouri-Kansas City School of Medicine, Kansas City, Missouri, USA, Jennifer Quaintance, University of Missouri-Kansas City School of Medicine, Kansas City, Missouri, USA
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13 - Professional identity formation, the practicing physician, and continuing professional development
pp 186-200
- By Jocelyn Lockyer, University of Calgary, Calgary, Alberta, Canada, Janet de Groot, University of Calgary, Calgary, Alberta, Canada, Ivan Silver, University of Toronto, Toronto, Ontario, Canada
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14 - Professionalism, professional identity, and licensing and accrediting bodies
pp 201-216
- By Sir Donald Irvine, Former President, UK General Medical Council, London, UK
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Part IV - Case studies in promoting professionalism and professional identity formation across the continuum
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15 - The evolution of an undergraduate medical program on professionalism and identity formation
pp 217-230
- By J. Donald Boudreau, McGill University, Montreal, Quebec, Canada
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16 - Developing and implementing an undergraduate curriculum
pp 231-247
- By Mark D. Holden, University of Texas Medical Branch, Galveston, Texas, USA, Era Buck, University of Texas Medical Branch, Galveston, Texas, USA, John Luk, University of Texas at Austin, Austin, Texas, USA
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17 - Supporting professionalism and professional identity formation at the postgraduate level
pp 248-260
- By Linda Snell, McGill University, Montreal, Quebec, Canada
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18 - Changing the educational environment to better support professionalism and professional identity formation
pp 261-276
- By Mark J. Dicorcia, Florida Atlantic University, Boca Raton, USA, Lee A. Learman, Academic Affairs, Charles E. Schmidt College of Medicine, Florida Atlantic University, Boca Raton, USA
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Part V - The future
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19 - Professional identities of the future: invisible and unconscious or deliberate and reflexive?
pp 277-287
- By Brian D. Hodges, University of Toronto, Toronto, Ontario, Canada
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Index
pp 288-297
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Teaching Medical Professionalism

Supporting the Development of a Professional Identity

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