University of Toronto, Toronto, Canada.
Acad Med. 2010 Jun;85(6):1025-34. doi: 10.1097/ACM.0b013e3181ce64ae.
To explore clinical faculty members' knowledge and attitudes regarding their teaching and evaluation of professionalism.
Clinical faculty involved in medical education at University of Toronto Faculty of Medicine were recruited to participate in focus groups between 2006 and 2007 to discuss their knowledge, beliefs, and attitudes about teaching and evaluating professionalism and to determine their views regarding faculty development in this area. Focus groups were transcribed, analyzed, and coded for themes using a grounded theory approach.
Five focus groups consisting of 14 faculty members from surgical specialties, psychiatry, anesthesia, and pediatrics were conducted. Grounded theory analysis of the 188 pages of text identified three major themes: Professionalism is not a static concept, a gap exists between faculty members' real and ideal experience of teaching professionalism, and "unprofessionalism" is a persistent problem. Important subthemes included the multiple bases that exist for defining professionalism, how professionalism is learned and taught versus how it should be taught, institutional and faculty tolerance and silence regarding unprofessionalism, stress as a contributor to unprofessionalism, and unprofessionalism arising from personality traits.
All faculty expressed that teaching and evaluating professionalism posed a challenge for them. They identified their own lapses in professionalism and their sense of powerlessness and failure to address these with one another as the single greatest barrier to teaching professionalism, given a perceived dominance of role modeling as a teaching tool. Participants had several recommendations for faculty development and acknowledged a need for culture change in teaching hospitals and university departments.
探讨临床教师在教学和评估专业精神方面的知识和态度。
在 2006 年至 2007 年间，我们招募了参与多伦多大学医学院医学教育的临床教师，让他们参加焦点小组讨论，讨论他们在教授和评估专业精神方面的知识、信念和态度，并确定他们对该领域教师发展的看法。对焦点小组的讨论进行了转录、分析和编码，使用扎根理论方法进行主题分析。
进行了 5 个焦点小组讨论，共有来自外科、精神病学、麻醉学和儿科学等专业的 14 名教师参加。对 188 页文本的扎根理论分析确定了 3 个主要主题：专业精神不是一个静态的概念、教师在教授专业精神方面的真实经验和理想经验之间存在差距，以及“不专业”是一个持续存在的问题。重要的子主题包括定义专业精神的多种基础、专业精神是如何学习和教授的，以及应该如何教授专业精神、机构和教师对不专业行为的容忍和沉默、压力是导致不专业行为的一个因素，以及不专业行为源于个性特征。
所有教师都表示，教授和评估专业精神对他们来说是一个挑战。他们认识到自己在专业精神方面的失误，以及他们彼此之间无力解决这些问题的感觉，这是他们教授专业精神的最大障碍，因为他们认为角色扮演是一种教学工具。参与者对教师发展提出了一些建议，并承认在教学医院和大学系需要进行文化变革。
