LEARNING PROFESSIONALISM

1. LEARNING PROFESSIONALISM Master Teacher Guild Mike Fennewald, PhD (CMS) Daniel Bareither, PhD (SCPM) Lecia Apantaku, MD (CMS) Roberta Henderson, PT, PhD (CHP) Fred Sierles, MD (CMS) John Becker (SCPM) Marc Abel, PhD (COP) Hector Rasgado-Flores, PhD (CMS) June 5, 2012

2. Learning Professionalism Definition of Professionalism: • The display of behaviors, values and attributes that portray the traits endeared by a specialized discipline of study and practice. Adapted from: Cary JR, Ness KK. Erosion of Professional Behaviors in Physical Therapy Students. J PT Ed. 2001: 15(3):20-24.)

3. Learning Professionalism: Perspectives of Preclinical Medical Students • Baernstein, A. AimesOelschlager, T. Chang, and M. Wenrich Academic Medicine 2009

5. Methods Identify how students learn professionalism including formal curriculum and other factors 56 student interviews at the end of their second year of medical school Student’s definition, influences on professionalism, and observed behaviors

6. Observing what is professional: Roles models • Physician role models in patient care. • Faculty role models in the classroom • Peer role models

7. Physician role models in patient care

8. Physician role models in patient care • Role modeling was the primary source of professionalism education • Students often describe a physician’s compassion and relational skills with patients • Students also described negative role models

9. Faculty role models in the classroom • Professional behaviors – respectful speaking to students and colleagues • Unprofessional behaviors – unprepared for lecture, telling vulgar jokes, making disrespectful comments about patients, belittling students, and not taking students’ concerns seriously

10. Faculty role models in the classroom

11. Peer role models • Learn by watching peer perform patient care activities • Unprofessional behaviors – tardiness, cheating, and speaking disrespectfully of patients, teachers, and peers

12. Peer role models

13. Being told what is professional: Formal curriculum • Lectures and panels • Small group discussions • Other - reflections

14. Lectures and panels Positive reactions Learning specific behaviors that improve professionalism Help interpret what is seen in role modeling Negative reactions Many classmates “tuned these lectures out” Insulting to be lectured on “obvious” material

15. Lectures and panels

16. Small group discussions • Frequently sited as positive learning experiences • College mentor is a positive role model - It is important to be able to talk over potential situations before they arise

17. Small group discussions

18. Reflections • Self reflection • Informal discussions with family and friends • Professionalism OSCE

19. Reflections

20. What I bring to medical school: Noncurricular elements • Upbringing • Personal values • Relatives in health care • Work experience • Formative undergraduate experience

21. What I bring to medical school: Noncurricular elements

22. Learning on the job: Experiential learning • Working directly with patients • Big difference between hearing about it and doing it

23. Learning on the job: Experiential learning

24. Conclusions • A good curriculum in professionalism is essential • All faculty should be held to high standards of professionalism • Peers are an important part of learning • Professionalism should be a focus of evaluations