Guraya Salman Y, Guraya Shaista S, Mahabbat Nehal Anam, Fallatah Khulood Yahya, Al-Ahmadi Bashaer Ahmad, Alalawi Hadeel Hadi
Professor, Department of Surgery and Consultant Colorectal Surgeon, College of Medicine Taibah University Almadinah Almunawwarah, Saudi Arabia .
Assistant Professor, Department of Radiology, College of Medicine Taibah University Almadinah Almunawwarah, Saudi Arabia .
J Clin Diagn Res. 2016 May;10(5):JE01-5. doi: 10.7860/JCDR/2016/19917.7832. Epub 2016 May 1.
Due to the multi-dimensional characteristics of professionalism, no single assessment modality has shown to reliably assess professionalism. This review aims to describe some of the popular assessment tools that are being used to assess professionalism with a view to formulate a framework of assessment of professionalism in medicine. In December 2015, the online research databases of MEDLINE, the Educational Resources Information Center (ERIC), Elton Bryson Stephens Company (EBSCO), SCOPUS, OVID and PsychINFO were searched for full-text English language articles published during 2000 to 2015. MeSH terms "professionalism" AND "duty" AND "assessment" OR "professionalism behavioural" AND "professionalism-cognitive" were used. The research articles that assessed professionalism across medical fields along with other areas of competencies were included. A final list of 35 articles were selected for this review. Several assessment tools are available for assessing professionalism that includes, but not limited to, mini clinical evaluation exercise, standardised direct observation of procedural skills, professionalism mini-evaluation exercise, multi-source feedback and 360 degree evaluation, and case based discussions. Because professionalism is a complex construct, it is less likely that a single assessment strategy will adequately measure it. Since every single assessment tool has its own weaknesses, triangulation involving multiple tools can compensate the shortcomings associated with any single approach. Assessment of professionalism necessitates a combination of modalities at individual, interpersonal, societal, and institutional levels and should be accompanied by feedback and motivational reflection that will, in turn, lead to behaviour and identity formation. The assessment of professionalism in medicine should meet the criteria of validity, reliability, feasibility and acceptability. Educators are urged to enhance the depth and quality of assessment instruments in the existing medical curricula for ensuring validity and reliability of assessment tools for professionalism.
由于专业素养具有多维度特征，尚无单一评估方式能可靠地评估专业素养。本综述旨在描述一些目前用于评估专业素养的常用评估工具，以期构建一个医学专业素养评估框架。2015年12月，检索了MEDLINE、教育资源信息中心（ERIC）、埃尔顿·布莱森·斯蒂芬斯公司（EBSCO）、SCOPUS、OVID和PsychINFO等在线研究数据库，查找2000年至2015年期间发表的全文英文文章。使用了医学主题词“专业素养”“职责”“评估”或“专业素养行为”“专业素养认知”。纳入了在医学领域及其他能力领域评估专业素养的研究文章。最终选定35篇文章进行本综述。有多种评估工具可用于评估专业素养，包括但不限于迷你临床评估练习、程序性技能标准化直接观察、专业素养迷你评估练习、多源反馈和360度评估以及基于案例的讨论。由于专业素养是一个复杂的概念，单一评估策略不太可能对其进行充分衡量。由于每种评估工具都有其自身的弱点，采用多种工具的三角测量法可以弥补任何单一方法的不足。专业素养评估需要在个人、人际、社会和机构层面结合多种方式，并且应伴有反馈和激励性反思，这反过来又会导致行为和身份的形成。医学专业素养评估应符合有效性、可靠性、可行性和可接受性的标准。敦促教育工作者提高现有医学课程中评估工具的深度和质量，以确保专业素养评估工具的有效性和可靠性。
