Faculty development as an instrument of change: A case study on teaching professionalism

Academic Medicine

Volumn 82, Issue 11, 2007, Pages 1057-1064

  Steinert, Yvonne ^a   Cruess, Richard L ^a   Cruess, Sylvia R ^a   Boudreau, J Donald ^a   Fuks, Abraham ^b  

^a MCGILL UNIVERSITY   (Canada)

^b MCGILL UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHANGE MANAGEMENT; CONSENSUS DEVELOPMENT; CULTURAL ANTHROPOLOGY; CURRICULUM; EDUCATION PROGRAM; GOAL ATTAINMENT; HEALTH PRACTITIONER; INTERPERSONAL COMMUNICATION; LEARNING; MEDICAL EDUCATION; MEDICAL SCHOOL; PHYSICIAN; PRIORITY JOURNAL; PROFESSIONALISM; SELF CONCEPT; TEACHING; UNIVERSITY;

EID: 35649010858     PISSN: 10402446     EISSN: None     Source Type: Journal    
DOI: 10.1097/01.ACM.0000285346.87708.67     Document Type: Article

References (61)

1. Sullivan W. Work and Integrity: The Crisis and Promise of Professionalism in America. 2nd ed. San Francisco, Calif: Jossey-Bass; 2005.
2. Starr P. The Social Transformation of American Medicine. New York, NY: Basic Books; 1982.
3. Hafferty FW, McKinlay JB. The Changing Medical Profession: An International Perspective. New York, NY: Oxford University Press; 1993.
4. Freidson E. Professionalism, the Third Logic: On the Practice of Knowledge. Chicago, Ill: University of Chicago Press; 2001.
5. Kirch DG, Grigsby RK, Zolko WW, et al. Reinventing the academic health center. Acad Med. 2005;80:980-989.
6. Suchman AL, Williamson PR, Litzelman DK, et al. Toward an informal curriculum that teaches professionalism. Transforming the social environment of a medical school. J Gen Intern Med. 2004;19:501-504.
7. Kotter JP. Leading change: why transformation efforts fail. Harvard Bus Rev. 1995;73:59-67.
8. Kotter JP. Leading Change. Boston, Mass: Harvard Business School Press; 1996.
9. Hafferty FW, Franks R. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med. 1994;69:861-871.
10. Hafferty FW. Beyond curriculum reform: confronting medicine's hidden curriculum. Acad Med. 1998;73:403-407.
11. Centra JA. Types of faculty development programs. J Higher Educ. 1978;49:151-162.
12. Bland CJ, Schmitz CC, Stritter FT, Henry RC, Aluise JJ. Successful Faculty in Academic Medicine: Essential Skills and How to Acquire Them. New York, NY: Springer-Verlag; 1990.
13. Steinert Y. Faculty development in the new millennium: key challenges and future directions. Med Teach. 2000;22:44-50.
14. Wilkerson L, Irby DM. Strategies for improving teaching practices: a comprehensive approach to faculty development. Acad Med. 1998;73:387-396.
15. Dunning AJ. Status of the doctor - present and future. Lancet. 1999; 354(suppl):SIV18.
16. Krause E. Death of the Guilds: Professions, States and the Advance of Capitalism, 1930 to the Present. New Haven, Conn: Yale University Press; 1996.
17. Irvine D. The performance of doctors: the new professionalism. Lancet. 1999;353: 1174-1177.
18. Wolinsky FD. The professional dominance, deprofessionalization, proletarianization perspective. In: Hafferty FW, McKinlay JB, eds. The Changing Medical Profession: An International Perspective. New York, NY: Oxford University Press; 1993:11-25.
19. Cruess RL, Cruess SR. Teaching medicine as a profession in the service of healing. Acad Med. 1997;72:941-952.
20. Swick HM. Toward a normative definition of professionalism. Acad Med. 2000;75:612-616.
21. Barondess JA. Medicine and professionalism. Arch Intern Med. 2003;163:145-149.
22. ABIM Foundation. American Board of Internal Medicine; ACP-ASIM Foundation. American College of Physicians-American Society of Internal Medicine; European Federation of Internal Medicine. Medical professionalism in the new millennium: a physician charter. Ann Intern Med. 2002;136:243-246.
23. Epstein RM. Mindful practice. JAMA. 1999; 282:833-839.
24. Ludmerer KM. Instilling professionalism in medical education. JAMA. 1999;282:881-882.
25. Rudy DW, Elam CL, Griffith CH. Developing a stage-appropriate professionalism curriculum. Acad Med. 2001;76:503.
26. Arnold L. Assessing professional behaviors: yesterday, today, and tomorrow. Acad Med. 2002:77;502-515.
27. Epstein RM. Assessment in medical education. N Engl J Med. 2007;356:387-396.
28. Wear D, Bickel J. Educating for Professionalism: Creating a Culture of Humanism in Medical Education. Iowa City, Iowa: University of Iowa Press; 2000.
29. Coulehan J. Today's professionalism: engaging the mind but not the heart. Acad Med. 2005;80:892-898.
30. Huddle TS. Teaching professionalism: is medical morality a competency? Acad Med. 2005;80:885-891.
31. Stern DT, ed. Measuring Medical Professionalism. New York, NY: Oxford University Press; 2006.
32. Cruess SR, Cruess RL. Professionalism must be taught. BMJ. 1997;315:1674-1677.
33. Wright SM, Kern DE, Kolodner K, Howard DM, Brancati FL. Attributes of excellent attending-physician role models. N Engl J Med. 1998;339:1986-1993.
34. Wright SM, Carrese JA. Which values do attending physicians try to pass on to house officers? Med Educ. 2001;35:941-945.
35. Inui TS. A Flag in the Wind: Educating for Professionalism in Medicine. Washington, DC: Association of American Medical Colleges; 2003.
36. Cruess RL, Cruess SR. Teaching professionalism: general principles. Med Teach. 2006;28:205-208.
37. Hilton SR, Slotnick HB. Proto-professionalism: how professionalisation occurs across the continuum of medical education. Med Educ. 2005;39:58-65.
38. Schön DA. Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco, Calif: Jossey-Bass; 1987.
39. Ihara CK. Collegiality as a professional virtue. In: Flores A, ed. Professional Ideals. Belmont, Calif: Wadsworth; 1988:56-65.
40. Feudtner C, Christakis DA, Christakis NA. Do clinical clerks suffer ethical erosion? Students' perceptions of their ethical environment and personal development. Acad Med. 1994;69:670-679.
41. Mount B. Existential suffering and the determinants of healing. Eur J Palliat Care. 2003;10(2 suppl):40-42.
42. Mount B, Kearney M. Healing and palliative care: charting our way forward. Palliat Med. 2003;17:657-658.
43. Kearney M. A Place of Healing: Working with Suffering in Living and Dying. Oxford, UK: Oxford University Press; 2000.
44. Steinert Y, Cruess SR, Cruess RL, Snell L. Faculty development for teaching and evaluating professionalism: from programme design to curricular change. Med Educ. 2005;39:127-136.
45. Royal College of Physicians and Surgeons of Canada. CanMEDS 2000 Project. Skills for the new millennium: report of the societal needs working group. Available at: (http://rcpsc.medical.org/canmeds/canmed_e.html). Accessed September 7, 2007.
46. American Board of Medical Specialties. Annual Report and Revised Reference Handbook. Evanston, Ill: American Board of Medical Specialties; 2005.
47. Accreditation Council for Graduate Medical Education. Outcome Project. Available at: (http://www.acgme.org/outcome). Accessed July 26, 2007.
48. Association of American Medical Colleges. Professionalism in Contemporary Medical Education: An Invitational Colloquium. Washington, DC: Association of American Medical Colleges; 1998.
49. American Board of Internal Medicine. Project Professionalism (revised). Available at: (www.abimfoundation.org/professionalism.index.shtm). Accessed September 7, 2007.
50. Norcini JJ, Blank LL, Arnold GK, Kimball HR. The mini-CEX (clinical evaluation exercise): a preliminary investigation. Ann Intern Med. 1995;123:795-799.
51. Cassell E. The Nature of Suffering and the Goals of Medicine. New York, NY: Oxford University Press; 1991.
52. Papadakis MA, Osborn EH, Cooke M, Healy K; University of California, San Francisco School of Medicine Clinical Clerkships Operation Committee. A strategy for the detection and evaluation of unprofessional behavior in medical students. Acad Med. 1999;74:980-990.
53. Cruess RL. Teaching professionalism: theory, principles and practices. Clin Orthop Relat Res. 2006;449:177-185.
54. Kurtz S, Silverman J, Benson J, Draper J. Marrying content and process in clinical method teaching: enhancing the Calgary-Cambridge guides. Acad Med. 2003;78:802-809.
55. Kurtz S, Silverman J, Draper J. Teaching and Learning Communication Skills in Medicine. Oxford, UK: Radcliffe Publishing; 2005.
56. Faculty of Medicine, McGill University. Report of Task Force on MDCM Curriculum Renewal. Available at: (http://www.medicine.mcgill.ca/physicianship/ reports.htm). Accessed July 26, 2007.
57. Charon R. Narrative medicine: a model for empathy, reflection, professionalism and trust. JAMA. 2001;286:1897-1902.
58. Friedman Ben David M, Davis MH, Harden RM, Howie PW, Ker J, Pippard MJ. Portfolios as a method of student assessment. Med Teach. 2001;23:535-551.
59. Cruess R, McIlroy JH, Cruess S, Ginsburg S, Steinert Y. The professionalism minievaluation exercise: a preliminary investigation. Acad Med. 2006;81:S74-S78.
60. Cruess SR, Johnston S, Cruess RL. "Profession": a working definition for medical educators. Teach Learn Med. 2004;16:74-76.
61. Oxford English Dictionary. 2nd ed. Oxford, UK: Clarendon Press; 1989.