Iserson Kenneth V
Department of Emergency Medicine The University of Arizona Tucson AZ.
AEM Educ Train. 2018 Dec 4;3(1):105-112. doi: 10.1002/aet2.10307. eCollection 2019 Jan.
Professionalism is one of the Accreditation Council for Graduate Medical Education's (ACGME) Core Competencies, but the breadth of its content often makes this a difficult topic, both in remedial counseling and when presenting the topic to medical trainees and practicing clinicians. Physician professionalism encompasses both clinical competence and the virtues that comprise the physician's social contract. This difficult subject may best be approached tangentially, through the lens of professional identity. Professional identity describes clinicians' affinity for, acculturation into, and identification with the practice of medicine. One method to highlight the benefits that individuals accrue by adopting professionalism's elements is to pose questions that optimize listeners' self-reflection about their lives and aspirations-in essence, their professional identity. Discussing professionalism this way often yields in-depth discussions of how trainees believe their professional identity was formed and will impact their long-term goals. Both in teaching and in counseling, educators can frame their discussions using professionalism and professional identity's overlapping and reinforcing elements to show listeners how to advance their personal and professional goals and avoid the short- and long-term consequences of unprofessional behavior. To engage the audience, educators and supervisors can emphasize how adhering to the elements of professionalism may determine their career opportunities, the professional respect they receive, and their career fulfillment and, ultimately, longevity. In this way, educators can better guide trainees and clinicians to understand their personal reasons for acting professionally, that is, doing the right thing, at the right time, in the right way, and for the right reason.
专业素养是毕业后医学教育认证委员会（ACGME）的核心能力之一，但其内容广泛，无论是在补救性咨询中，还是在向医学实习生和执业临床医生介绍这个话题时，都常常使其成为一个棘手的主题。医生的专业素养既包括临床能力，也包括构成医生社会契约的美德。这个难题或许最好从侧面入手，通过职业身份的视角来探讨。职业身份描述了临床医生对医学实践的喜爱、融入程度以及认同感。一种突出个人因采纳专业素养要素而获得的益处的方法，是提出一些能优化听众对自身生活和抱负——本质上即他们的职业身份——进行自我反思的问题。以这种方式讨论专业素养，往往会引发关于实习生认为自己的职业身份是如何形成以及它将如何影响其长期目标的深入讨论。在教学和咨询过程中，教育工作者都可以利用专业素养和职业身份的重叠与强化要素来构建讨论，向听众展示如何推进个人和职业目标，以及避免不专业行为带来的短期和长期后果。为了吸引听众，教育工作者和监督者可以强调坚持专业素养要素如何可能决定他们的职业机会、获得的职业尊重、职业成就感，以及最终的职业寿命。通过这种方式，教育工作者可以更好地引导实习生和临床医生理解他们以专业方式行事的个人原因，即在正确的时间、以正确的方式、出于正确的理由做正确的事。
