Consorti Fabrizio, Notarangelo Mariagiovanna, Potasso Laura, Toscano Emanuele
Department of Surgical Sciences, Faculty of Medicine and Dentistry, University Sapienza of Rome, Rome, Italy.
Adv Med Educ Pract. 2012 Jun 11;3:55-60. doi: 10.2147/AMEP.S31228. Print 2012.
Developing and assessing professionalism in medical students is an international challenge. This paper, based on preliminary research at the Faculty of Medicine and Dentistry of the University Sapienza of Rome, Italy, briefly summarizes the main issues and experiences in developing professionalism among Italian undergraduate medical students. It concludes with a proposed framework suited to the Italian medical curricula. In our educational system, professionalism is defined as the context of medical expertise, the combination of rules, conditions, and meanings in which the act of health care occurs, as well as the ability of critical reflection on technical expertise. It is a multidimensional construct of ethical, sociocultural, relational, and epistemological competencies, requiring a wide range of tools for assessment. With reference to Italian versions of validated tools of measure, vignettes, videos, and a student's portfolio of reflective writings, this paper outlines the manner in which education for professionalism is embedded in the existing curriculum and overall framework of assessment.
培养和评估医学生的职业素养是一项国际性挑战。本文基于意大利罗马第一大学医学与牙科学院的初步研究，简要总结了意大利本科医学生职业素养培养中的主要问题和经验。文章最后提出了一个适用于意大利医学课程的框架。在我们的教育体系中，职业素养被定义为医学专业知识的背景，即医疗行为发生时规则、条件和意义的结合，以及对专业技术进行批判性反思的能力。它是一个由伦理、社会文化、人际关系和认识论能力构成的多维度概念，需要多种评估工具。本文参考了经过验证的测量工具、案例、视频的意大利语版本以及学生反思性写作作品集，概述了职业素养教育融入现有课程和整体评估框架的方式。
