Aguilar A E, Stupans L, Scutter S
School of Pharmacy and Medical Sciences, City East Campus, University of South Australia, Adelaide, South Australia, Australia.
Educ Health (Abingdon). 2011 Dec;24(3):599. Epub 2011 Dec 12.
Although most health education programs assess students' professionalism, there is little clarity within the health education literature on the definition of professionalism. This makes assessment of students' professionalism a potentially flawed activity. This literature review clarifies professionalism by bringing together diverging definitions from across a number of health disciplines and discusses the complexities and limitations of these definitions.
A search was conducted within the medical and health science education literature to identify articles that discussed professionalism and its assessment. Theoretical, qualitative and empirical research were included in the review.
The literature defines professionalism as upholding professional values, as demonstrating professional attitudes or demonstrating professional behaviours. Each of these perspectives influences how professionalism is to be assessed, with each perspective having its own limitations. The behavioural perspective is simple to assess, but it has been criticised for being too superficial. The values perspective has the potential to develop professionals who are motivated by philanthropic values, but values can be difficult to identify and assess. Attitudes are complex in their structure, but they are less superficial than behaviours and can be assessed with attitudinal scales.
Health professions educators should ideally assess all three perspectives of professionalism, however, this may not be realistic given the already laden curricula and the demands on educators. Educators may decide to only assess one perspective and given its advantages, the attitudes perspective may be a useful starting point.
尽管大多数健康教育项目都会评估学生的专业素养，但健康教育文献中对于专业素养的定义却鲜有明确阐述。这使得对学生专业素养的评估可能成为一项存在缺陷的活动。本综述通过整合多个健康学科中不同的定义来阐明专业素养，并探讨这些定义的复杂性和局限性。
在医学和健康科学教育文献中进行检索，以确定讨论专业素养及其评估的文章。本综述纳入了理论研究、定性研究和实证研究。
文献将专业素养定义为秉持专业价值观、展现专业态度或表现出专业行为。这些观点中的每一个都影响着专业素养的评估方式，且每个观点都有其自身的局限性。行为观点易于评估，但因其过于表面而受到批评。价值观观点有潜力培养出受慈善价值观驱动的专业人员，但价值观可能难以识别和评估。态度的结构较为复杂，但比行为更具深度，并且可以通过态度量表进行评估。
理想情况下，健康专业教育工作者应该评估专业素养的所有三个方面，然而，鉴于课程已经负担过重以及对教育工作者的要求，这可能并不现实。教育工作者可能决定只评估一个方面，鉴于其优势，态度观点可能是一个有用的起点。
