Professionalism, Best Evidence & Medical Education: A Cautionary Tale

1. Professionalism, Best Evidence & Medical Education:  A Cautionary Tale Frederic W. Hafferty Ph.D. Professor University of Minnesota School of Medicine–Duluth December 11, 2009 Warwick Medical School The University of Warwick fhaffert@d.umn.edu

2. Caring versus credentials

3. Caring versus credentials

4. BACKGROUND & CONTEXT A Timeline

5. U.S. Medicine’s Modern-Day Professionalism Movement

6. Key Sub-Movements[WAVES] The call for better definitions The call for better measurement tools The institutionalization of definitions and tools The [possible] shift from an individual motives-based conception of professionalism to a structural view of professionalism

7. U.S. Medicine’s Modern-Day Professionalism Movement

8. Professionalism & The Hidden Curriculum

9. Professionalism and the Hidden Curriculum: A CritiqueBrainard and Brislen: “Learning professionalism: A view from the trenches." Academic Medicine, 82:1010-1014; 2007. “…the chief barrier to medical professionalism education is unprofessional conduct by medical educators, which is protected by an established hierarchy of academic authority. Students feel no such protection, and the current structure of professionalism education and evaluation does more to harm students' virtue, confidence, and ethics than is generally acknowledged.”

10. U.S. Medicine’s Modern-Day Professionalism Movement

11. The Conflicted Nature of COI “Unprofessional commercialism” versus ‘appropriate’ commercial activity

12. Media Coverage: ABC News

13. Wall Street Journal

14. An Editorial from the Boston Globe

15. A Series of Articles from the Milwaukee Sentinel

16. Milwaukee Sentinel

17. A Graphic From The Same News Story

18. Milwaukee Sentinel

19. AMSA’sPharmFree Scorecard

20. AMSA’s Scorecard

21. Original Study

22. Original Study

23. TENSIONS COI as a personal insult [people get insulted when you even raise the issue] COI as evidence-based [we do have research] The dependence on outside funding to run the educational enterprise

24. AAMC Report

25. MANAGE

26. An Opening Salvo

27. The Myths Small Gifts Full Disclosures

28. Chimonas, S., Brennan, T. A. & Rothman, D. J. Physicians and drug representatives: Exploring the dynamics of the relationship. Journal of General Internal Medicine22, 184-190 (2007)

29. Chimonas, S., Brennan, T. A. & Rothman, D. J. Physicians and drug representatives: Exploring the dynamics of the relationship. Journal of General Internal Medicine22, 184-190 (2007)

30. The Rub

31. The Nub

32. Minneapolis Star Tribune

33. THE CLASH Elimination Versus Management

34. Traditional Organizational Map Krebs, Valdis. “Managing the 21st Century Organization.” IHRIM Journal 11, no. 4 (2007): 2-8.

35. How Work Actually Gets Done Krebs, Valdis. “Managing the 21st Century Organization.” IHRIM Journal 11, no. 4 (2007): 2-8.

36. Map One

37. Map Two

38. Map 3

39. Map Four

40. A First Year Student Network

41. MAPPING CONCEPTS

42. Another Reference: Longitudinal and Integrated Medical Training Hirsh, David A., Barbara Ogur, George Thibault, E., and Malcolm Cox. 2007. “'Continuity' as an organizing principle for clinical education reform." NEJM 356:858-866.

43. Recent JAMA COI Article

45. ACGME Competencies Patient Care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health Medical Knowledge about established and evolving biomedical, clinical, and cognate (e.g. epidemiological and social-behavioral) sciences and the application of this knowledge to patient care Practice-Based Learning and Improvement that involves investigation and evaluation of their own patient care, appraisal and assimilation of scientific evidence, and improvements in patient care Interpersonal and Communication Skills that result in effective information exchange and teaming with patients, their families, and other health professionals Professionalism, as manifested through a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population Systems-Based Practice, as manifested by actions that demonstrate an awareness of and responsiveness to the larger context and system of health care and the ability to effectively call on system resources to provide care that is of optimal value

46. MS-31-AThe Learning Environment Medical schools must ensure that the learning environment for medical students promotes the development of explicit and appropriate professional attributes (attitudes, behaviors, and identity) in their medical students. The learning environment includes formal learning activities as well as attitudes, values, and informal "lessons" conveyed by individuals with whom the student comes into contact.

47. U.S. Medicine’s Modern-Day Professionalism Movement