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Medicine,Dentistry andVeterinary Medicine
www.medev.ac.uk
Teaching and Assessing Patient Centred Professionalism in the Undergraduate Curriculum
Trudie Roberts
Kathy Boursicot
www.medev.ac.uk
Workshop format
• Setting the scene – What is Professionalism in the 21st century
• Defining patient centred professionalism• Development of professionalism in undergraduates• How to teach professionalism in context?• Methods for assessing professionalism• Devising an assessment strategy?• General discussion
Medicine,Dentistry andVeterinary Medicine
www.medev.ac.uk
What is Professionalism in the 21st Century
www.medev.ac.uk
Content
• Conceptualisation and Definitions• Why teach and assess professionalism?• What do we mean by professionalism today?
– Changes in the workplace– Changes in workforce
www.medev.ac.uk
What is Professionalism?
• Profession (Latin) meaning:
“speaking forth”
• In the future everyone will be a professional
www.medev.ac.uk
Why do we need to teach and assess professionalism?
• Most complaints against doctors are because of conduct not competence.
• Students do not arrive at medical school with a full complement of professional behaviours - needing only teaching of medical knowledge and skills.
• All students are vulnerable to lapses in professional behaviour and can benefit from explicit systematic attention in this domain.
• Evidence that there may be a deterioration in professional attitudes: idealism → cynicism.
• Recent evidence about lack of professionalism in a student’s UG career is linked to problems later in their careers (Papadakis)
www.medev.ac.uk
Changing world of work
• Can medical professionalism survive in the modern healthcare environment?– Erosion of autonomy– Employee/technician– Increased accountability– EWTD– Up-skilling of other healthcare workers
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Changing world of work
• Unique point in time – 4 distinct groups of workers
Duxbury 2002
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Types
• Traditionalists • Baby boomers • Generation X • Generation Y
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Pre 1946 Traditionalists
• Totally committed to the ‘company’• Horrified by unemployment• Would go down with the ship• Typified by unquestioning loyalty
www.medev.ac.uk
1947- 1967 Baby Boomers
• Workaholics• Accept stress as part of the job• Used to belt tightening and sacrifice• Work predicated on delayed gratification • Value titles and status symbols
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1968 – 1980 Generation X
• Place more importance on career than personal life• Mistrustful and suspicious of employers• Products of downsizing and cost cutting• Usually had experience of many jobs• Not committed to a particular company• Want immediate gratification
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1980 – 1995 Generation Y
• Want a balance of work and personal life
• Take time off for personal life enhancement
• Demand flexible environments and benefits
• Do not expect a job for life
• Expanding job market and shrinking work force
• Expect and get immediate reward
www.medev.ac.uk
How do our students and our Faculty interpret professionalism?
www.medev.ac.uk
Workshop format
• Setting the scene – Professionalism in the 21st century
• Defining professionalism• How to teach professionalism• How to assess professionalism and ensure fitness to
practice• Summary
www.medev.ac.uk
ConceptualisationThemes from the literature
• Interpersonal professionalism - meeting the demand for adequate contact with patients• Altruism, respect, integrity, honesty
• Public professionalism – meeting the demands society• Accountability, excellence, self regulation
• Intrapersonal professionalism – meeting the demands to function as an individual in a profession• Lifelong learning, self awareness, morality
Van de Camp et al 2004
www.medev.ac.uk
Definitions
• UK’s GMC• Duties of a Doctor• Good Medical Practice
• CanMEDS• Medical expert, communicator, collaborator, manager, health
advocate, scholar, professional• ABIM/ACP/EFIM – “A Physician Charter”
• Patient welfare• Patient autonomy• Social justice
www.medev.ac.uk
Tomorrow’s Doctors 2003
• Attitudes and behaviour that are suitable for a doctor must be developed.
• The core curriculum must set out the essential knowledge, skills and attitudes students must have by the time they graduate.
• Only those students who are fit to practice as doctors should be allowed to complete the curriculum.
• Students who do not meet the necessary standards in terms of demonstrating appropriate knowledge , skills, attitudes and behaviour must be advised to follow alternative careers.
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Patient Centred Professionalism
www.medev.ac.uk
www.medev.ac.uk
Definitions
RCP Medical professionalism – definition
Medical professionalism signifies a set of values, behaviours, and relationships that underpins the trust the public has in doctors.
www.medev.ac.uk
RCP
Medical professionalism – description
Medicine is a vocation in which a doctor’s knowledge, clinical skills, and judgement are put in the service of protecting and restoring human well-being. This purpose is realised through a partnership between patient and doctor, one based on mutual respect, individual responsibility, and appropriate accountability.
www.medev.ac.uk
Definitions (2)
• Swick• Need for a definition• 9 professional behaviours
• Cruess & Cruess• Physician as Healer / as Professional• Damaged social contract
• Cosgrove• Professionalism – state not trait
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Definitions (3)
• Calman “The Profession of Medicine”• High ethical standards• CPD, change and improvement, R&D• Teamwork• Health as well as illness• Concern with clinical effectiveness & outcomes• Ability to communicate
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Elements of Professionalism
• Literature– Knowledge
– Altruism
– Accountability
– Respect
– Integrity
– Ethical code
– Lifelong learning
– Honesty
– Compassion
– Excellence
– Self regulation
• From research– Knowledge and skills
(appropriate)
– Altruism
– Respect
– Integrity
– Ethical
– Working with others
– Empathy
– Honour
– Reflection
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Group Work - 1
• Define ‘patient-centered professionalism’
– What are the characteristics you consider desirable in a professional in training?
www.medev.ac.uk
Workshop format
• Setting the scene – Professionalism in the 21st centuary
• Defining professionalism
• How to teach professionalism?• How to assess professionalism and ensure fitness to
practice?• Summary
www.medev.ac.uk
Development of Professionalism
• Is professionalism passively ‘caught’ during the undergraduate years
Or• Should it be formally taught?
www.medev.ac.uk
NEW MEDICAL STUDENT
MATURE PROF- ESSIONAL
PERIOD OF PROTO-PROFESSIONALISM
O NAÏVE N
NAIVE
PHRONESIS
Y1 Y2 Y3 Y4 Y5 Q Reg PGT
PBL
SDLEXPERIENCE
MATURITY
+ve ROLEMODELS
Hilton and Slotnick 2005
www.medev.ac.uk
NEW MEDICAL STUDENT
MATURE PROF- ESSIONAL
PERIOD OF PROTO-PROFESSIONALISM
O NAÏVE N
CYNICAL
IDEALISTIC
Y1 Y2 Y3 Y4 Y5 Q Reg PGT
BAD EXPERIENCES
ADDICTIVE BEHAVIOURS
-ve ROLE MODELS
POLITICS
FATIGUE
Hilton and Slotnick
www.medev.ac.uk
Hierarchy of professional attitudes
• Are some attitudes more important than others?
www.medev.ac.uk
How Can Professionalism Be Taught?
• Role Models • Didactics on History of Medicine, Self-Regulation and
Public Policy• Small Group Discussions• Grand Rounds• Named Lectures• Teaching ward rounds • Clinical Vignettes• Reflective Exercises• Self-Assessment/Narratives
www.medev.ac.uk
Group work - 2
• Design a framework for teaching professionalism in your own institution/context
– Specific modules?– Part of other modules of teaching?– Teaching methods?
www.medev.ac.uk
Workshop format
• Setting the scene – Professionalism in the 21st century
• Defining professionalism• How to teach professionalism?
• How to assess professionalism and ensure fitness to practice?
• Summary
www.medev.ac.uk
Knows
Knows how
Shows how
Behaviour~ skills/attitudes
Cognition~ knowledge
Model of competence
Miller GE. The assessment of clinical skills/competence/performance. Academic Medicine (Supplement) 1990; 65: S63-S67.
Does
Pro
fess
ion
al
auth
enti
city
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Climbing the pyramid......
Knows
Shows how
Knows how
Does
Knows Factual tests: MCQ, essay type, oral…..
Knows how (Clinical) Context based tests:EMQ, essay type, oral…..
Shows how Performance assessment in vitro:OSCE, SP-based test…..
DoesPerformance assessment in vivo:Work based assessment, Video, Audits
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New skills emphasized
• learning how to learn• self-appraisal• leadership• team skills• metacognition• professionalism• reflectiveness/reflexiveness…….
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Extending the pyramid
Knows
Shows how
Knows how
Does
Knows
Knows how
Shows how
Does
“Meta” skills
www.medev.ac.uk
How to assess “meta-skills”?
• Self assessment• Peer assessment• Co-assessment (combined self, peer, teacher assessment)
• Patient ratings• Log book/diary• Structured evaluations (mini cex etc)• Portfolio assessment……..
www.medev.ac.uk
How to assess “meta-skills”?
Basic principles:
Information gathering relying on descriptive and qualitative judgemental information
Systematic documentation Use of multiple tools Processes for making judgements on the information
collected
www.medev.ac.uk
Designing an system to assess student professional behaviour and fitness to practise
• ?different schemes/overlap between professional behaviour and FtP – FtP can include issues other than professional behaviour
• Assessment tools should assess the characteristics defined as ‘professional behaviour’
• They must exist within a system of – Systematic data collection– Processes for dealing with unacceptable behaviour
www.medev.ac.uk
Group work – 3
Design a system of assessing professionalism in your undergraduates
1. Choose the tools you are going to use
2. Outline a scheme for your institution
www.medev.ac.uk
Remediation
• Is it possible?• Attitudes vs behaviours
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Attitudes and behaviours
• Relationship between attitude and behaviour is complex• Behaviour is influenced by attitude• Measures of general attitudes do not necessarily predict specific
behavioursBut
• They do have a good correlation to behaviour over a period of time in a range of situations and contexts (aggregation principle)
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Attitude to performing behaviour
Subjective norm to performing behaviour
Belief about ability to perform behaviour
Behaviour intent
Behaviour
Theory of Planned Behaviour
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Theory of planned behaviour
• Ajzen 1991
A=Σb1.e1
Where:–A=attitude, –b=belief about likelihood of consequence 1–e=evaluation of consequence 1.
www.medev.ac.uk
Changing behaviour
• Probably means changing underlying fundamental beliefs
www.medev.ac.uk
Workshop format
• Setting the scene – Professionalism in the 21st centuary
• Defining professionalism• How to teach professionalism• How to assess professionalism and ensure fitness to
practice• Summary
www.medev.ac.uk
Future issues
• To find a holistic measure(s) of professionalism• Understanding ways of changing professional
attitude/behaviour
www.medev.ac.uk