Warren Andrew E, Allen Victoria M, Bergin Fiona, Hazelton Lara, Alexiadis-Brown Peggy, Lightfoot Katie, McSweeney Jill, Singleton Jerome F, Sargeant Joan, Mann Karen
Dalhousie University , Canada.
Med Teach. 2014 May;36(5):390-402. doi: 10.3109/0142159X.2014.890281. Epub 2014 Mar 7.
Physicians are required to maintain and sustain professional roles during their careers, making the Professional Role an important component of postgraduate education. Despite this, this role remains difficult to define, teach and assess.
To (a) understand what program directors felt were key elements of the CanMEDS Professional Role and (b) identify the teaching and assessment methods they used.
A two-step sequential mixed method design using a survey and semi-structured interviews with Canadian program directors.
Forty-six program directors (48% response rate) completed the questionnaire and 10 participated in interviews. Participants rated integrity and honesty as the most important elements of the Role (96%) but most difficult to teach. There was a lack of congruence between elements perceived to be most important and most frequently taught. Role modeling was the most common way of informally teaching professionalism (98%). Assessments were most often through direct feedback from faculty (98%) and feedback from other health professionals and residents (61%). Portfolios (24%) were the least used form of assessment, but they allowed residents to reflect and stimulated self-assessment.
Program directors believe elements of the Role are difficult to teach and assess. Providing faculty with skills for teaching/assessing the Role and evaluating effectiveness in changing attitudes/behaviors should be a priority in postgraduate programs.
医生在其职业生涯中需要维持和坚守专业角色，这使得专业角色成为研究生教育的一个重要组成部分。尽管如此，这一角色仍难以界定、教授和评估。
(a) 了解项目主任认为加拿大医学教育方向（CanMEDS）专业角色的关键要素是什么，以及 (b) 确定他们所采用的教学和评估方法。
采用两步序贯混合方法设计，对加拿大项目主任进行调查和半结构化访谈。
46 位项目主任（回复率为 48%）完成了问卷，10 人参与了访谈。参与者将正直和诚实评为该角色最重要的要素（96%），但也是最难教授的。在被认为最重要的要素和最常教授的要素之间缺乏一致性。榜样示范是传授职业素养最常见的非正式方式（98%）。评估最常通过教师的直接反馈（98%）以及其他卫生专业人员和住院医师的反馈（61%）进行。档案袋（24%）是使用最少的评估形式，但它们能让住院医师进行反思并激发自我评估。
项目主任认为该角色的要素难以教授和评估。为教师提供教授/评估该角色的技能以及评估改变态度/行为方面的有效性，应成为研究生项目的优先事项。
