University Centre for Rural Health, Lismore, New South Wales, Australia.
Med Teach. 2013 Jul;35(7):e1252-66. doi: 10.3109/0142159X.2013.789132.
We undertook a systematic review to identify the best evidence for how professionalism in medicine should be taught.
Eligible studies included any articles published between 1999 and 2009 inclusive. We reviewed papers presenting viewpoints and opinions as well as empirical research. We performed a comparative and thematic synthesis on all papers meeting inclusion criteria in order to capture the best available evidence on how to teach professionalism.
We identified 217 papers on how to teach professionalism. Of these, we determined 43 to be best evidence. Few studies provided comprehensive evaluation or assessment data demonstrating success. As yet, there has not emerged a unifying theoretical or practical model to integrate the teaching of professionalism into the medical curriculum.
Evident themes in the literature are that role modelling and personal reflections, ideally guided by faculty, are the important elements in current teaching programmes, and are widely held to be the most effective techniques for developing professionalism. While it is generally held that professionalism should be part of the whole of a medical curriculum, the specifics of sequence, depth, detail, and the nature of how to integrate professionalism with other curriculum elements remain matters of evolving theory.
我们进行了一项系统评价，以确定医学专业精神教学的最佳证据。
符合条件的研究包括 1999 年至 2009 年期间发表的所有文章。我们对提出观点和意见以及进行实证研究的论文进行了回顾。我们对所有符合纳入标准的论文进行了比较和主题综合，以获取有关如何教授专业精神的最佳现有证据。
我们确定了 217 篇关于如何教授专业精神的论文。其中，我们确定了 43 篇是最佳证据。很少有研究提供全面的评估或证明成功的数据。到目前为止，还没有出现一种统一的理论或实践模式将专业精神的教学融入医学课程。
文献中的明显主题是，角色模型和个人反思（最好由教师指导）是当前教学计划中的重要元素，并且被广泛认为是培养专业精神的最有效技术。虽然普遍认为专业精神应该是整个医学课程的一部分，但关于如何将专业精神与其他课程元素结合起来的具体顺序、深度、细节以及性质仍然是理论发展的问题。
