The case for educating health care students in professionalism as the core content of interprofessional education

Medical Education

Volumn 39, Issue 5, 2005, Pages 456-464

  McNair, Ruth P ^a  

^a UNIVERSITY OF MELBOURNE   (Australia)

Author keywords

Curriculum; Education, medical, undergraduate *methods; Interprofessional relations; Patient care teams; Students, medical *psychology

Indexed keywords

ARTICLE; CURRICULUM; HEALTH CARE; HEALTH CARE QUALITY; HUMAN; MEDICAL EDUCATION; PATIENT CARE; STANDARD; STUDENT; TEAMWORK;

CURRICULUM; HEALTH PERSONNEL; HUMANS; INTERPROFESSIONAL RELATIONS; PROFESSIONAL COMPETENCE; STUDENTS, HEALTH OCCUPATIONS;

EID: 17844383237     PISSN: 03080110     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1365-2929.2005.02116.x     Document Type: Article

References (50)

1. Cribb A. The diffusion of the health agenda and the fundamental need for partnership in medical education. Med Educ 2000;34:916-20.
2. Borrill C, West M, Shapiro D, Rees A. Team working and effectiveness in health care. Br J Health Care Management 2000;6 (8):364-71.
3. Institute of Medicine. Health Professions Education: A Bridge to Quality. Washington DC: National Academy Press 2003.
4. Department of Health. A Health Service for All Talents: Developing the NHS Workforce. London: HMSO 2000.
5. Evetts J. Professionalisation and professionalism: issues for interprofessional care. J Interprof Care 1999;13 (2):119-28.
6. Cruess SR, Johnston S, Cruess RL. Professionalism for medicine: opportunities and obligations. Med J Aust 2002;177:208-11.
7. Senhauser DA. On professionalism. Pathologist 1978;32 (7):402-3.
8. Bristol Royal Infirmary Inquiry. Inquiry into the management of care of children receiving complex heart surgery at the Bristol Royal Infirmary 2001. http:// www.bristol-inquiry.org.uk/index.htmon. [Accessed July 14, 2004.]
9. Harden RM. Developments in outcome-based education. Med Teacher 2002;24 (2):117-20.
10. Barr H. Competency to collaborate: towards a competency-based model for interprofessional education. J Interprof Care 1998;12 (2):181-7.
11. Engel CE. Towards a European approach to an enhanced education of the health professions in the 21st Century. Report of the European Interprofessional Consultation 1999-2001. London: Centre for the Advancement of Interprofessional Education 2002. http://www.caipe.org.uk/publications. [Accessed July 14, 2004.]
12. Kamien M, Boelen C, Heck JE. Measuring the social responsiveness of medical schools. Educ Health 1999;12 (1):9-19.
13. American Association of Colleges of Nursing. Interdisciplinary education and practice. 1995. http:// www.aacn.nche.edu/publications. [Accessed September 25, 2003.]
14. Accreditation Council for Graduate Medical Education. Outcome Project Competencies. 1999. http:// www.acgme.org/outcome/comp/compFull.asp. [Accessed September 25, 2003.]
15. Taylor KL, Chudley AE. Meeting the needs of future physicians: a core curriculum initiative for postgraduate medical education at a Canadian university. Med Educ 2001;35:973-82.
16. Royal Australian College of General Practitioners. Training Programme Curriculum. South Melbourne: RACGP 1999.
17. Stumpf SH, Clark JZ. The promise and pragmatism of inter-disciplinary education. J Allied Health 1999;28 (1):30-2.
18. Arnold L. Assessing professional behaviour: yesterday, today and tomorrow. Acad Med 2002;77:502-15.
19. American Board of Internal Medicine. Medical professionalism in the new millennium: a physician's charter. Lancet 2002;359 (9305):520-2.
20. Barr H. Interprofessional education: today, yesterday and tomorrow. A review. Commissioned by the Learning and Teaching Support Network for Health Sciences and Practice 2002. http://www.caipe.org.uk/ publications. [Accessed July 14, 2004.]
21. Campion-Smith C, Wilcock P. Putting patients first will help interprofessional education. BMJ 2001;322:676.
22. American Board of Internal Medicine. Medical professionalism in the new millennium: a physician charter. Project of the ABIM Foundation, ACP-ASIM Foundation and European Federation of Internal Medicine. Ann Intern Med 2002;136:243-6. http:// www.abim.org. [Accessed September 30, 2003.]
23. McDonald KM. The Sociology of the Professions. London: Sage 1995.
24. Hammick M. Interprofessional education: concept, theory and application. J Interprof Care 1998;12 (3):323-32.
25. Atkins J. Tribalism, loss and grief: issues for multiprofessional education. J Interprof Care 1998;12 (3):303-7.
26. Gillon R, Lloyd A, eds. Principles of Health Care Ethics. Chichester, UK: Wiley 1994.
27. Berwick D, Davidoff F, Hiatt H, Smith R. Refining and implementing the Tavistock principles for everybody in health care. BMJ 2001;323:616-20.
28. Australian. Medical Association. Code of Ethics, 2004. http://www.ama.com.au/web.nsf/doc/WEEN-5WW598. [Accessed July 14, 2004.]
29. Hall P, Weaver L. Interdisciplinary education and teamwork: a long and winding road. Med Educ 2001;35:867-75.
30. Horsburgh M, Lamdin R, Williamson E. Multiprofessional learning: the attitudes of medical, nursing and pharmacy students to shared learning. Med Educ 2001;35:876-83.
31. Tunstall-Pedoe S, Rink E, Hilton S. Student attitudes to undergraduate interprofessional education. J Interprof Care 2003;17 (2):161-72.
32. Carpenter J. Doctors and nurses: stereotypes and stereotype change in interprofessional education. J Interprof Care 1995;9 (2):151-61.
33. Turner JC. Some current issues in research on social identity and self-categorisation theories. In: Ellemers N, Spears R, Doosje B, eds. Social Identity Context, Commitment, Content. Oxford: Blackwell 1999.
34. Horder J. Interprofessional education for primary health and community care: present state and future needs. In: Soothill L, McKay I, Webb C, eds. Interprofessional Relations in Health Care. London: Arnold 1995.
35. Lave J, Wagner E. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press 1991.
36. Hafferty FW. Beyond curriculum reform: confronting medicine's hidden curriculum. Acad Med 1998;73 (4):403-7.
37. Leaviss J. Exploring the perceived effect of an undergraduate multiprofessional education intervention. Med Educ 2000;34 (6):483-6.
38. Spencer J. Teaching about professionalism. Med Educ 2003;37:288-9.
39. Gordon J. Fostering students' personal and professional development in medicine: a new framework for PPD. Med Educ 2003;37:341-9.
40. Howe A. Professional development in undergraduate medical education. Med Educ 2000;36:353-9.
41. Barr H. Interprofessional Education: 1997-2000, a Review. UK Centre for the Advancement of Interprofessional Education (CAIPE) 2000. http://www. caipe.org.uk. [Accessed July 14, 2004.]
42. WHO. Learning Together to Work Together for Health. Report of a WHO Study Group on Multiprofessional Education of Health Personnel: the Team Approach. Technical Report No. 769. Geneva: World Health Organisation 1988.
43. Harris DL, Starnaman SM, Henry RC, Bland CJ. Multidisciplinaiy education outcomes of the WK Kellogg Community Partnerships and Health Professions Education initiative. Acad Med 1998;73:S13-5.
44. Campbell J, Johnson C. Trend spotting: fashions in medical education. BMJ 1999;318:1272-5.
45. Finch J. Interprofessional education and teamworking: a view from the education providers. BMJ 2000;321:1138-40.
46. Holmes L. Competence and capability: from confidence trick to the construction of the graduate identity. In: O'Reilly D, Cunningham L, Lester S. Developing the Capable Practitioner. London: Kogan Page 1999.
47. Fraser SW, Greenhalgh T. Coping with complexity, educating for capability. BMJ 2001;323:799-803.
48. Sainsbury Centre for Mental Health. The Capable Practitioner: a Framework and List of the Practitioner Capabilities Required to Implement the National Service Framework for Mental Health. London: Training and Practice Development Section of the Sainsbury Centre for Mental Health 2001.
49. Association of Teachers of Ethics and Law in Australia and New Zealand. Position statement: an ethics core curriculum for Australasian medical schools. Med J Aust 2001;175:205-10.
50. Senge PM. The fifth discipline. The Art and Practice of the Learning Organization. New York: Doubleday/Currency 1990.