Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, Atlanta, GA 30303, USA.
Acad Psychiatry. 2009 Nov-Dec;33(6):442-50. doi: 10.1176/appi.ap.33.6.442.
Assessing professionalism in medical education poses many challenges. The authors discuss common themes and principles in managing professionalism in medical education.
The authors review the development of standards of professionalism in medical education. They define educational goals for professionalism and also discuss the practical problems with assessing professionalism and addressing it with the trainees. Strategies for remediation of unprofessional conduct are outlined.
Given the importance of role models in the development of professional behavior, maintaining an environment that fosters professionalism is an implicit feature of teaching professionalism. Professionalism should be a part of the objectives for each course and clinical rotation, using clearly defined goals and objectives. Assessment of professionalism should begin early and be conducted frequently, giving trainees the opportunity to change. A formal mentoring system can be an effective mechanism to develop role models and teach professionalism.
Teaching professionalism through formal curricula is paramount in helping develop new generations of compassionate and responsible physicians. Additional strategies such as consistent role modeling of professional behaviors are also needed to encourage the development of professional physicians.
评估医学教育中的专业精神存在诸多挑战。本文作者讨论了医学教育中管理专业精神的常见主题和原则。
作者回顾了医学教育中专业精神标准的发展。他们定义了专业精神的教育目标，并讨论了评估专业精神和与学员处理专业精神问题的实际问题。还概述了纠正不专业行为的策略。
鉴于榜样在培养专业行为方面的重要性，保持促进专业精神的环境是教学专业精神的一个隐含特征。专业精神应该成为每门课程和临床轮转的目标的一部分，使用明确规定的目标。专业精神的评估应尽早开始并经常进行，让学员有机会改变。正式的指导制度可以成为培养榜样和教授专业精神的有效机制。
通过正规课程教授专业精神对于培养新一代富有同情心和责任感的医生至关重要。还需要其他策略，例如始终如一地模范专业行为，以鼓励培养专业医生。
