Preez R R Du, Pickworth G E, Van Rooyen M
School of Medicine, University of Pretoria, South Africa.
Med Teach. 2007 Nov;29(9):e284-91. doi: 10.1080/01421590701754128.
Incorporating the teaching and assessment of professionalism in an undergraduate medical curriculum is a challenging process. There are two components that require attention: the cognitive and the experiential. This article outlines how the School of Medicine at the University of Pretoria (UP), South Africa is addressing the teaching and assessment of professionalism.
To embed teaching and assessment of professionalism in a revised six-year undergraduate medical curriculum.
This is a descriptive paper of a curriculum process that has stretched over a number of years. The eight principles regarding teaching professionalism provided by Cruess & Cruess (2006) are used to reflect on the current strengths and weaknesses of teaching and assessing professionalism in the UP undergraduate medical curriculum. The cognitive component of the curriculum has been addressed by introducing a series of stage appropriate, contextualized assignments in each year of the curriculum. Faculty committee structures supported the development and implementation of this component. Students' responses to an assignment on the influence of role models provided insight into how the experiential component impacts on their professional development.
The teaching and assessment of the cognitive component were relatively easy to put in place. The challenge is to maintain this component. The experiential component appears to be much the same as it was prior to revision.
Our way forward is to expand the teaching and assessment of professionalism in the experiential component. We want to facilitate faculty to develop a charter on professionalism. The principles and commitments of the charter will underlie a white coat ceremony for undergraduates. These principles will also provide guidelines for role models in their supervision of experiential learning and can inform criteria for assessment. An assessment strategy to assess professionalism in the experiential component needs to be developed and implemented.
将职业素养的教学与评估纳入本科医学课程是一个具有挑战性的过程。有两个方面需要关注：认知方面和实践方面。本文概述了南非比勒陀利亚大学医学院是如何处理职业素养的教学与评估的。
将职业素养的教学与评估融入修订后的六年制本科医学课程中。
这是一篇关于历经数年的课程过程的描述性论文。Cruess和Cruess（2006年）提出的关于职业素养教学的八项原则被用于反思比勒陀利亚大学本科医学课程中职业素养教学与评估的当前优势和不足。课程的认知部分通过在课程的每一年引入一系列适合阶段、情境化的作业来解决。教师委员会结构支持了这一部分的开发和实施。学生对一项关于榜样影响的作业的反应，为实践部分如何影响他们的职业发展提供了见解。
认知部分的教学与评估相对容易实施。挑战在于维持这一部分。实践部分似乎与修订前大致相同。
我们前进的方向是扩大实践部分职业素养的教学与评估。我们希望促进教师制定一份职业素养宪章。宪章的原则和承诺将作为本科生白袍仪式的基础。这些原则也将为榜样在监督实践学习时提供指导方针，并可为评估标准提供参考。需要制定并实施一项评估实践部分职业素养的评估策略。
