Book contents
- Education in Anesthesia
- Education in Anesthesia
- Copyright page
- Contents
- Contributors
- 1 Creating (and Choosing) an Optimal Learning Environment
- 2 Learning Styles in Anesthesiology Education
- 3 Clinical Reasoning
- 4 Curriculum Development
- 5 Time-Efficient Teaching Strategies in Anesthesia
- 6 Teaching in the Preanesthesia Clinic*
- 7 Teaching in the Operating Room
- 8 Teaching in the Intensive Care Unit
- 9 Pain Medicine Education in Anesthesiology Training
- 10 A Foundation for Teaching Airway Management
- 11 Teaching and Learning Regional Anesthesia
- 12 Teaching Transesophageal Echocardiography
- 13 Teaching Point-of-Care Ultrasound (POCUS) to the Perioperative Physician
- 14 How to Design Multimedia Presentations
- 15 The Interactive Classroom
- 16 E-Learning in Anesthesiology
- 17 The Role of Simulation in Anesthesiology Education
- 18 Test-Enhanced Learning: Using Retrieval Practice via Testing to Enhance Long-Term Retention of Knowledge
- 19 Teaching Professionalism during Anesthesiology Residency
- 20 Providing Feedback
- 21 The Resident as a Teacher
- 22 Teaching Quality and Safety
- 23 Teaching Residents How to Critically Read and Apply Medical Literature*
- Index
- References
19 - Teaching Professionalism during Anesthesiology Residency
Published online by Cambridge University Press: 06 April 2018
Book contents
- Education in Anesthesia
- Education in Anesthesia
- Copyright page
- Contents
- Contributors
- 1 Creating (and Choosing) an Optimal Learning Environment
- 2 Learning Styles in Anesthesiology Education
- 3 Clinical Reasoning
- 4 Curriculum Development
- 5 Time-Efficient Teaching Strategies in Anesthesia
- 6 Teaching in the Preanesthesia Clinic*
- 7 Teaching in the Operating Room
- 8 Teaching in the Intensive Care Unit
- 9 Pain Medicine Education in Anesthesiology Training
- 10 A Foundation for Teaching Airway Management
- 11 Teaching and Learning Regional Anesthesia
- 12 Teaching Transesophageal Echocardiography
- 13 Teaching Point-of-Care Ultrasound (POCUS) to the Perioperative Physician
- 14 How to Design Multimedia Presentations
- 15 The Interactive Classroom
- 16 E-Learning in Anesthesiology
- 17 The Role of Simulation in Anesthesiology Education
- 18 Test-Enhanced Learning: Using Retrieval Practice via Testing to Enhance Long-Term Retention of Knowledge
- 19 Teaching Professionalism during Anesthesiology Residency
- 20 Providing Feedback
- 21 The Resident as a Teacher
- 22 Teaching Quality and Safety
- 23 Teaching Residents How to Critically Read and Apply Medical Literature*
- Index
- References
- Type
- Chapter
- Information
- Education in AnesthesiaHow to Deliver the Best Learning Experience, pp. 218 - 223Publisher: Cambridge University PressPrint publication year: 2018
References
Reed, D. A., West, C. P., Mueller, P. S. et al. Behaviors of highly professional resident physicians. JAMA 2008; 300: 1326–33.CrossRefGoogle ScholarPubMed
Hafferty, F. W., Franks, R.. The hidden curriculum, ethics, teaching, and the structure of medical education. Acad Med 1994; 69: 861–71.Google Scholar
Boccaccio, G., Waldman, G., Usher, J.. The Decameron. Oxford: Oxford University Press, 1993. Giovanni Boccaccio, The Decameron, Third Day, Seventh Story.Google Scholar
White, J., Brownell, K., Lemay, J. F., Lockyer, J. M.. “What do they want me to say?” The hidden curriculum at work in the medical school selection process: A qualitative study. BMC Med Educ 2012; 12: 17.Google Scholar
Coulehan, J., Williams, P. C.. Vanquishing virtue: The impact of medical education. Acad Med 2001; 76: 598–605.CrossRefGoogle ScholarPubMed
Hafferty, F. W., Gaufberg, E. H., O’Donnell, J. F.. The role of the hidden curriculum in “on doctoring” courses. AMA J Ethics 2015; 17: 130–9.Google ScholarPubMed
Loo, L., Puri, N., Kim, D. I. et al. “Page me if you need me”: The hidden curriculum of attending-resident communication. J Grad Med Educ 2012; 4: 340–5. (Additional content at www.jgme.org/doi/pdf/10.4300/JGME-D-11-00175.1; accessed November 17, 2017).Google Scholar
Mahood, S. C.. Medical education: Beware the hidden curriculum. Can Fam Physician 2011; 57: 983–5.Google Scholar
Phillips, S. P., Clarke, M.. More than an education: The hidden curriculum, professional attitudes and career choice. Med Educ 2012; 46: 887–93.Google Scholar
Hilton, S., Slotnick, H. B.. Proto-professionalism: How professionalization occurs across the continuum of medical education. Med Educ 2005; 39: 58–65.CrossRefGoogle ScholarPubMed
de Oliveira Vidal, E. I., Silva Vdos, S., Santos, M. F. et al. Why medical schools are tolerant of unethical behavior. Ann Fam Med 2015; 13: 176–80.CrossRefGoogle ScholarPubMed
Baker, M., Mayo, J.. (2017, February 10). High volume, big dollars, rising tension. The Seattle Times. http://projects.seattletimes.com/2017/quantity-of-care/hospital/ (accessed November 17, 2017).Google Scholar
Abelson, J., Saltzman, J., Kowalczyk, L., Allen, S.. (2017, February 10). https://apps.bostonglobe.com/spotlight/clash-in-the-name-of-care/story/ (accessed November 17, 2017).Google Scholar
Dorotta, I., Staszak, J., Takla, A., Tetzlaff, J. E.. Teaching and evaluating professionalism for anesthesiology residents. J Clin Anesth 2006; 18: 148–60.CrossRefGoogle ScholarPubMed
Tetzlaff, J. E.. Professionalism in anesthesiology: “What is it?” or “I know it when I see it.” Anesthesiology 2009; 110: 700–2.CrossRefGoogle ScholarPubMed
Lee, A. G., Beaver, H. A., Boldt, H. C. et al. Teaching and assessing professionalism in ophthalmology residency training programs. Surv Ophthalmol 2007; 52: 300–14.Google ScholarPubMed
Karnieli-Miller, O., Vu, R., Holtman, M. C. et al. Medical students’ professionalism narratives: A window on the informal and hidden curriculum. Acad Med 2010; 85: 124–33.CrossRefGoogle ScholarPubMed
Karnieli-Miller, O., Vu, R., Frankel, R. M. et al. Which experiences in the hidden curriculum teach students about professionalism? Acad Med 2011; 86: 369–77.Google Scholar
ABIM Foundation. American Board of Internal Medicine; ACP-ASIM Foundation. American College of Physicians-American Society of Internal Medicine; European Federation of Internal Medicine. Medical professionalism in the new millennium: A physician charter. Ann Int Med 2002; 136: 243–6.Google Scholar
Suchman, A. L., Williamson, P. R., Litzelman, D. K. et al. Toward and informal curriculum that teaches professionalism: Transforming the social environment of a medical School. J Gen Int Med 2004; 19: 501–4.CrossRefGoogle ScholarPubMed
Joyner, B. D., Vemulakonda, V. M.. Making the implicit more explicit. J Urol 2007; 177: 2287–91.CrossRefGoogle ScholarPubMed
Brigham Health. Center for Professionalism and Peer Support. 2015. www.brighamandwomens.org/medical_professionals/career/cpps/default.aspx (accessed November 17, 2016).Google Scholar
American Medical Association. AMA Code of Medical Ethics. www.ama-assn.org/delivering-care/ama-code-medical-ethics (accessed November 17, 2016).Google Scholar
American Society of Anesthesiologists. Ethics and professionalism. Ethical guidelines and statements. www.asahq.org/resources/ethics-and-professionalism (accessed November 17, 2016).Google Scholar
Papadakis, M. A., Teherani, A., Banach, M. A. et al. Disciplinary action by medical boards and prior behavior in medical school. N Engl J Med 2005; 353: 2673–82.CrossRefGoogle ScholarPubMed