Teaching and learning professional behavior in practice

European Journal of Internal Medicine

Volumn 20, Issue 5, 2009, Pages

  van Mook, Walther N K A ^a,c   van Luijk, Scheltus J ^b   de Grave, Willem ^c   O'Sullivan, Helen ^d   Wass, Valerie ^e   Schuwirth, Lambert W ^c   van der Vleuten, Cees P M ^c  

^a MAASTRICHT UNIVERSITY MEDICAL CENTER   (Netherlands)

^b VU UNIVERSITY AMSTERDAM   (Netherlands)

^c MAASTRICHT UNIVERSITY   (Netherlands)

^d UNIVERSITY OF LIVERPOOL   (United Kingdom)

^e UNIVERSITY OF MANCHESTER   (United Kingdom)

Author keywords

Curriculum; Feedback; Professional behavior; Professionalism; Reflection; Teaching

Indexed keywords

ARTICLE; CURRICULUM; EXPECTATION; EXPERIENCE; FEEDBACK SYSTEM; INTERPERSONAL COMMUNICATION; LEARNING; MEDICAL ETHICS; MEDICAL SCHOOL; MEDICAL STUDENT; OUTCOME ASSESSMENT; PERCEPTION; PROFESSIONAL PRACTICE; PROFESSIONALISM; TEACHING;

COMMUNICATION; CURRICULUM; EDUCATION, MEDICAL; HUMANS; INTERPROFESSIONAL RELATIONS; MODELS, EDUCATIONAL; ORGANIZATIONAL CULTURE; PROFESSIONAL COMPETENCE; TEACHING;

EID: 68949186030     PISSN: 09536205     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ejim.2009.01.003     Document Type: Article

References (154)

1. Evaluation of humanistic qualities in the internist. Ann Intern Med 99 5 (1983) 720-724
2. Stephenson A.E., Adshead L.E., and Higgs R.H. The teaching of professional attitudes within UK medical schools: reported difficulties and good practice. Med Educ 40 11 (2006) 1072-1080
3. Stern D.T., and Papadakis M. The developing physician-becoming a professional. N Engl J Med 355 17 (2006) 1794-1799
4. Swick H.M., Szenas P., Danoff D., and Whitcomb M.E. Teaching professionalism in undergraduate medical education. JAMA 282 9 (1999) 830-832
5. Jones W.S., Hanson J.L., and Longacre J.L. An intentional modeling process to teach professional behavior: students' clinical observations of preceptors. Teach Learn Med 16 3 (2004) 264-269
6. Ludmerer K.M. Instilling professionalism in medical education. JAMA 282 9 (1999) 881-882
7. Feudtner C., Christakis D.A., and Christakis N.A. Do clinical clerks suffer ethical erosion? Students' perceptions of their ethical environment and personal development. Acad Med 69 8 (1994) 670-679
8. Cohn F., and Lie D. Mediating the gap between the white coat ceremony and the ethics and professionalism curriculum. Acad Med 77 11 (2002) 1168
9. Rhodes R. Enriching the White Coat Ceremony with a module on professional responsibilities. Acad Med 76 5 (2001) 504-505
10. Shute V.J. Focus on formative feedback. Rev Educ Res 78 1 (2008) 153-189
11. Cohen J.J. Professionalism in medical education, an American perspective: from evidence to accountability. Med Educ 40 7 (2006) 607-617
12. Papadakis M.A., Teherani A., Banach M.A., Knettler T.R., Rattner S.L., Stern D.T., et al. Disciplinary action by medical boards and prior behavior in medical school. N Engl J Med 353 25 (2005) 2673-2682
13. Roberts L.W., Green Hammond K.A., Geppert C.M., and Warner T.D. The positive role of professionalism and ethics training in medical education: a comparison of medical student and resident perspectives. Acad Psychiatry 28 3 (2004) 170-182
14. Cruess S.R., and Cruess R.L. Professionalism must be taught. BMJ 315 7123 (1997) 1674-1677
15. Relman A.S. Education to defend professional values in the new corporate age. Acad Med 73 12 (1998) 1229-1233
16. Fryer-Edwards K., Wilkins M.D., Baernstein A., and Braddock III C.H. Bringing ethics education to the clinical years: ward ethics sessions at the University of Washington. Acad Med 81 7 (2006) 626-631
17. Project Team Consilium Abeundi. In: van Luijk S.J. (Ed). Professional behaviour: teaching, assessing and coaching students. Final report and appendices (2005), Mosae Libris ISBN 90-5278-442-6
18. Stephenson A., Higgs R., and Sugarman J. Teaching professional development in medical schools. Lancet 357 9259 (2001) 867-870
19. van Zanten M., Boulet J.R., Norcini J.J., and McKinley D. Using a standardised patient assessment to measure professional attributes. Med Educ 39 1 (2005) 20-29
20. Hatem C.J. Teaching approaches that reflect and promote professionalism. Acad Med 78 7 (2003) 709-713
21. Wear D., and Nixon L.L. Literary inquiry and professional development in medicine: against abstractions. Perspect Biol Med 45 1 (2002) 104-124
22. Pellegrino E.D. Professionalism, profession and the virtues of the good physician. Mt Sinai J Med 69 6 (2002) 378-384
23. Alexander M., Lenahan P., and Pavlov A. Cinemeducation: a comprehensive guide to using film in medical education (2004), Radcliffe Publishing Ltd, UK ISBN:10:1857756924
24. Alexander M. The doctor: a seminal video for cinemeducation. Fam Med 34 2 (2002) 92-94
25. Alexander M., Hall M.N., and Pettice Y.J. Cinemeducation: an innovative approach to teaching psychosocial medical care. Fam Med 26 7 (1994) 430-433
26. Boenink AD. Teaching and learning reflection on medical professionalism (thesis). Gildeprint Drukkerijen BV, Enschede 2006;ISBN 90-8659-031-4.
27. Whitcomb M.E. Communication and professionalism. Patient Educ Couns 41 2 (2000) 137-144
28. Robins L.S., Braddock III C.H., and Fryer-Edwards K.A. Using the American Board of Internal Medicine's "Elements of Professionalism" for undergraduate ethics education. Acad Med 77 6 (2002) 523-531
29. Fox E., Arnold R.M., and Brody B. Medical ethics education: past, present, and future. Acad Med 70 9 (1995) 761-769
30. Goldie J. Review of ethics curricula in undergraduate medical education. Med Educ 34 2 (2000) 108-119
31. Huddle T.S. Viewpoint: teaching professionalism: is medical morality a competency?. Acad Med 80 10 (2005) 885-891
32. Hodges B., Turnbull J., Cohen R., Bienenstock A., and Norman G. Evaluating communication skills in the OSCE format: reliability and generalizability. Med Educ 30 1 (1996) 38-43
33. Rees C., Sheard C., and McPherson A. Medical students' views and experiences of methods of teaching and learning communication skills. Patient Educ Couns 54 1 (2004) 119-121
34. Schnabl G.K., Hassard T.H., and Kopelow M.L. The assessment of interpersonal skills using standardized patients. Acad Med 66 9 Suppl (1991) S34-S36
35. Lewin L.O., Cole-Kelly K., and Greenfield M. A year-long course for third-year students on ethics, professionalism, and communication. Acad Med 76 5 (2001) 511
36. Buchanan D., Rohr L., Kehoe L., Glick S.B., and Jain S. Changing attitudes toward homeless people. J Gen Intern Med 19 5 Pt 2 (2004) 566-568
37. Brailovsky C., Charlin B., Beausoleil S., Cote S., and Van der Vleuten C. Measurement of clinical reflective capacity early in training as a predictor of clinical reasoning performance at the end of residency: an experimental study on the script concordance test. Med Educ 35 5 (2001) 430-436
38. Epstein R.M. Mindful practice. JAMA 282 9 (1999) 833-839
39. Branch Jr. W.T. Deconstructing the white coat. Ann Intern Med 129 9 (1998) 740-742
40. Novack D.H., Epstein R.M., and Paulsen R.H. Toward creating physician-healers: fostering medical students' self-awareness, personal growth, and well-being. Acad Med 74 5 (1999) 516-520
41. Hewson M.G. Reflection in clinical teaching: an analysis of reflection-on-action and its implications for staffing residents. Med Teach 13 3 (1991) 227-231
42. Novack D.H., Suchman A.L., Clark W., Epstein R.M., Najberg E., and Kaplan C. Calibrating the physician. Personal awareness and effective patient care. Working group on promoting physician personal awareness, American Academy on Physician and Patient. JAMA 278 6 (1997) 502-509
43. Phelan S., Obenshain S.S., and Galey W.R. Evaluation of the noncognitive professional traits of medical students. Acad Med 68 10 (1993) 799-803
44. Papadakis M.A., Loeser H., and Healy K. Early detection and evaluation of professionalism deficiencies in medical students: one school's approach. Acad Med 76 11 (2001) 1100-1106
45. Driessen E.W., van Tartwijk J., Overeem K., Vermunt J.D., and van der Vleuten C.P. Conditions for successful reflective use of portfolios in undergraduate medical education. Med Educ 39 12 (2005) 1230-1235
46. Spaendonck K., Timmermans L., Thoben A., and Postma C. Professioneel gedrag: begripsbepaling, onderwijs en toetsing (2006), Onderwijs Instituut UMC St Radboud, Nijmegen ISBN 90-9020382-6
47. Rhodes R., Cohen D., Friedman E., and Muller D. Professionalism in medical education. Am J Bioeth 4 2 (2004) 20-22
48. Hafferty F.W. What medical students know about professionalism. Mt Sinai J Med 69 6 (2002) 385-397
49. Ginsburg S., Regehr G., Stern D., and Lingard L. The anatomy of the professional lapse: bridging the gap between traditional frameworks and students' perceptions. Acad Med 77 6 (2002) 516-522
50. Ginsburg S., Regehr G., and Lingard L. The disavowed curriculum: understanding student's reasoning in professionally challenging situations. J Gen Intern Med 18 12 (2003) 1015-1022
51. Jowett B.t. The dialogues of Plato. Volume I. Random House (1937), Trade 1135360081 @
52. Hafferty F.W., and Franks R. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med 69 11 (1994) 861-871
53. Stern D.T. In search of the informal curriculum: when and where professional values are taught. Acad Med 73 10 Suppl (1998) S28-30
54. Lempp H., and Seale C. The hidden curriculum in undergraduate medical education: qualitative study of medical students' perceptions of teaching. BMJ 329 7469 (2004) 770-773
55. Wilkes M., and Raven B.H. Understanding social influence in medical education. Acad Med 77 6 (2002) 481-488
56. Wear D. On white coats and professional development: the formal and the hidden curricula. Ann Intern Med 129 9 (1998) 734-737
57. Irvine D. The performance of doctors. I: professionalism and self regulation in a changing world. BMJ 314 7093 (1997) 1540-1542
58. Foster K, Roberts C. Heroes, villains, and professionalism. AMEE 2008 2008;Abstract 6K/RP1:167.
59. Pellegrino E.D., and Pellegrino A.A. Humanism and ethics in Roman medicine: translation and commentary on a text of Scribonius Largus. Lit Med 7 (1988) 22-38
60. Coulehan J. Viewpoint: today's professionalism: engaging the mind but not the heart. Acad Med 80 10 (2005) 892-898
61. Seabrook M.A. Medical teachers' concerns about the clinical teaching context. Med Educ 37 3 (2003) 213-222
62. Brainard A.H., and Brislen H.C. Viewpoint: learning professionalism: a view from the trenches. Acad Med 82 11 (2007) 1010-1014
63. Eron L.D. Effect of medical education on medical students' attitudes. J Med Educ 30 10 (1955) 559-566
64. Wear D., Aultman J.M., Varley J.D., and Zarconi J. Making fun of patients: medical students' perceptions and use of derogatory and cynical humor in clinical settings. Acad Med 81 5 (2006) 454-462
65. Sheehan K.H., Sheehan D.V., White K., Leibowitz A., and Baldwin Jr. D.C. A pilot study of medical student 'abuse'. Student perceptions of mistreatment and misconduct in medical school. JAMA 263 4 (1990) 533-537
66. Straus S.E., Wilson K., Rambaldini G., Rath D., Lin Y., Gold W.L., et al. Severe acute respiratory syndrome and its impact on professionalism: qualitative study of physicians' behaviour during an emerging healthcare crisis. BMJ 329 7457 (2004) 83
67. Kassebaum D.G., and Cutler E.R. On the culture of student abuse in medical school. Acad Med 73 11 (1998) 1149-1158
68. Mizrahi T. Getting rid of patients: contradictions in the socialisation of internists to the doctor-patient relationship. Sociol Health Illn 7 2 (1985) 214-235
69. Leiderman D.B., and Grisso J.A. The gomer phenomenon. J Health Soc Behav 26 3 (1985) 222-232
70. Wear D. The house of God: another look. Acad Med 77 6 (2002) 496-501
71. Shem S. The house of God (1978) ISBN 0-385-33738-8
72. Lee A.G., Beaver H.A., Boldt H.C., Olson R., Oetting T.A., Abramof M., et al. Teaching and assessing professionalism in ophthalmology residency training programs. Surv Ophthalmol 52 3 (2007) 300-314
73. Stern D.T. Values on call: a method for assessing the teaching of professionalism. Acad Med 71 10 Suppl (1996) S37-39
74. Sierles F., Hendrickx I., and Circle S. Cheating in medical school. J Med Educ 55 2 (1980) 124-125
75. Simpson D.E., Yindra K.J., Towne J.B., and Rosenfeld P.S. Medical students' perceptions of cheating. Acad Med 64 4 (1989) 221-222
76. Baldwin Jr. D.C., Daugherty S.R., Rowley B.D., and Schwarz M.D. Cheating in medical school: a survey of second-year students at 31 schools. Acad Med 71 3 (1996) 267-273
77. Cote L., and Leclere H. How clinical teachers perceive the doctor-patient relationship and themselves as role models. Acad Med 75 11 (2000) 1117-1124
78. Bandura A. Social learning theory (1977), Prentice-Hall, Englewood Cliffs, New Jersey ISBN 0138167443
79. Brownell A.K., and Cote L. Senior residents' views on the meaning of professionalism and how they learn about it. Acad Med 76 7 (2001) 734-737
80. Roeske N.A., and Lake K. Role models for women medical students. J Med Educ 52 6 (1977) 459-466
81. Lublin J.R. Role modelling: a case study in general practice. Med Educ 26 2 (1992) 116-122
82. Wright S. Examining what residents look for in their role models. Acad Med 71 3 (1996) 290-292
83. Wright S., Wong A., and Newill C. The impact of role models on medical students. J Gen Intern Med 12 1 (1997) 53-56
84. Flach D.H., Smith M.F., Smith W.G., and Glasser M.L. Faculty mentors for medical students. J Med Educ 57 7 (1982) 514-520
85. Wright S.M., Kern D.E., Kolodner K., Howard D.M., and Brancati F.L. Attributes of excellent attending-physician role models. N Engl J Med 339 27 (1998) 1986-1993
86. Cote L., Maheux B., and Beaudoin C. [Role models of residents graduating in family medicine and in different specialties in Quebec]. Can Fam Physician 43 (1997) 907-913
87. Beaudoin C., Maheux B., Cote L., Des Marchais J.E., Jean P., and Berkson L. Clinical teachers as humanistic caregivers and educators: perceptions of senior clerks and second-year residents. CMAJ 159 7 (1998) 765-769
88. Branch W.T., Pels R.J., Harper G., Calkins D., Forrow L., Mandell F., et al. A new educational approach for supporting the professional development of third-year medical students. J Gen Intern Med 10 12 (1995) 691-694
89. Christakis D.A., and Feudtner C. Ethics in a short white coat: the ethical dilemmas that medical students confront. Acad Med 68 4 (1993) 249-254
90. Ambrozy D.M., Irby D.M., Bowen J.L., Burack J.H., Carline J.D., and Stritter F.T. Role models' perceptions of themselves and their influence on students' specialty choices. Acad Med 72 12 (1997) 1119-1121
91. Wright S.M., and Carrese J.A. Excellence in role modelling: insight and perspectives from the pros. CMAJ 167 6 (2002) 638-643
92. Steinert Y., Cruess S., Cruess R., and Snell L. Faculty development for teaching and evaluating professionalism: from programme design to curriculum change. Med Educ 39 2 (2005) 127-136
93. Shrank W.H., Reed V.A., and Jernstedt G.C. Fostering professionalism in medical education: a call for improved assessment and meaningful incentives. J Gen Intern Med 19 8 (2004) 887-892
94. Hafferty F. Measuring medical professionalism: a commentary. In: Stern D.T. (Ed). Measuring medical professionalism (2006), Oxford University Press, New York ISBN:13: 978-0-19-517226-3
95. Whitcomb M.E. Professionalism in medicine. Acad Med 82 11 (2007) 1009
96. Wasserstein A.G., Brennan P.J., and Rubenstein A.H. Institutional leadership and faculty response: fostering professionalism at the University of Pennsylvania School of Medicine. Acad Med 82 11 (2007) 1049-1056
97. Humphrey H.J., Smith K., Reddy S., Scott D., Madara J.L., and Arora V.M. Promoting an environment of professionalism: the University of Chicago "Roadmap". Acad Med 82 11 (2007) 1098-1107
98. Smith K.L., Saavedra R., Raeke J.L., and O'Donell A.A. The journey to creating a campus-wide culture of professionalism. Acad Med 82 11 (2007) 1015-1021
99. Suchman A.L., Williamson P.R., Litzelman D.K., Frankel R.M., Mossbarger D.L., and Inui T.S. Toward an informal curriculum that teaches professionalism. Transforming the social environment of a medical school. J Gen Intern Med 19 5 Pt 2 (2004) 501-504
100. Christianson C.E., McBride R.B., Vari R.C., Olson L., and Wilson H.D. From traditional to patient-centered learning: curriculum change as an intervention for changing institutional culture and promoting professionalism in undergraduate medical education. Acad Med 82 11 (2007) 1079-1088
101. Fryer-Edwards K., Van Eaton E., Goldstein E.A., Kimball H.R., Veith R.C., Pellegrini C.A., et al. Overcoming institutional challenges through continuous professionalism improvement: the University of Washington experience. Acad Med 82 11 (2007) 1073-1078
102. Brater D.C. Viewpoint: infusing professionalism into a school of medicine: perspectives from the dean. Acad Med 82 11 (2007) 1094-1097
103. Steinert Y., Cruess R.L., Cruess S.R., Boudreau J.D., and Fuks A. Faculty development as an instrument of change: a case study on teaching professionalism. Acad Med 82 11 (2007) 1057-1064
104. Viggiano T.R., Pawlina W., Lindor K.D., Olsen K.D., and Cortese D.A. Putting the needs of the patient first: Mayo Clinic's core value, institutional culture, and professionalism covenant. Acad Med 82 11 (2007) 1089-1093
105. van Luijk S.J., Smeets S.G.E., Smits J., Wolfhagen I.H., and Perquin M.L.F. Assessing professional behaviour and the role of academic advice at the Maastricht Medical School. Med Teach 22 2 (2000) 168-172
106. Huber S.J. The white coat ceremony: a contemporary medical ritual. J Med Ethics 29 6 (2003) 364-366
107. Sulmasy D.P., Geller G., Levine D.M., and Faden R.R. A randomized trial of ethics education for medical house officers. J Med Ethics 19 3 (1993) 157-163
108. Gedeit R., Murkowski K., and Miller S. A workshop to teach and evaluate medical students' altruism. Acad Med 76 5 (2001) 506
109. Wear D., and Castellani B. The development of professionalism: curriculum matters. Acad Med 75 6 (2000) 602-611
110. Weisberg M., and Duffin J. Evoking the moral imagination: using stories to teach ethics and professionalism to nursing, medical, and law students. J Med Humanit 16 4 (1995) 247-263
111. Eckles R.E., Meslin E.M., Gaffney M., and Helft P.R. Medical ethics education: where are we? Where should we be going? A review. Acad Med 80 12 (2005) 1143-1152
112. Beckman H., Frankel R., Kihm J., Kulesza G., and Geheb M. Measurement and improvement of humanistic skills in first-year trainees. J Gen Intern Med 5 1 (1990) 42-45
113. Epstein R.M., Cole D.R., Gawinski B.A., Piotrowski-Lee S., and Ruddy N.B. How students learn from community-based preceptors. Arch Fam Med 7 2 (1998) 149-154
114. Physicians R.C.o. Doctors in society: medical professionalism in a changing word. Report of a working party of the Royal College of Physicians of London (2005), Lavenham Press Ltd Suffolk, Great Britain ISBN:1-86016-255-X
115. Hickson G.B., Pichert J.W., Webb L.E., and Gabbe S.G. A complementary approach to promoting professionalism: identifying, measuring, and addressing unprofessional behaviors. Acad Med 82 11 (2007) 1040-1048
116. Fidler H., Lockyer J.M., Toews J., and Violato C. Changing physicians' practices: the effect of individual feedback. Acad Med 74 6 (1999) 702-714
117. Peskin E., and O'Dell K. Communication skills in women's health care: helping students clarify values related to challenging topics in ob-gyn. Acad Med 76 5 (2001) 509-510
118. Torke A.M., Quest T.E., Kinlaw K., Eley J.W., and Branch Jr. W.T. A workshop to teach medical students communication skills and clinical knowledge about end-of-life care. J Gen Intern Med 19 5 Pt 2 (2004) 540-544
119. Robertson K. Reflection in professional practice and education. Aust Fam Physician 34 9 (2005) 781-783
120. Mazor K.M., Zanetti M.L., Alper E.J., Hatem D., Barrett S.V., Materko V., et al. Assessing professionalism in the context of an objective structured clinical examination: an in-depth study of the rating process. Med Educ 41 4 (2007) 331-340
121. Hundert E.M., Douglas-Steele D., and Bickel J. Context in medical education: the informal ethics curriculum. Med Educ 30 5 (1996) 353-364
122. Hundert E.M., Hafferty F., and Christakis D. Characteristics of the informal curriculum and trainees' ethical choices. Acad Med 71 6 (1996) 624-642
123. Fishbein R.H. Professionalism and 'the master clinician'-an early learning experience. J Eval Clin Pract 6 3 (2000) 241-243
124. Kenny N.P., Mann K.V., and MacLeod H. Role modeling in physicians' professional formation: reconsidering an essential but untapped educational strategy. Acad Med 78 12 (2003) 1203-1210
125. Firth-Cozens J., and Mowbray D. Leadership and the quality of care. Qual Health Care 10 Suppl 2 (2001) ii3-ii7
126. Benor D.E., Notzer N., Sheehan T.J., and Norman G.R. Moral reasoning as a criterion for admission to medical school. Med Educ 18 6 (1984) 423-428
127. Eva K.W., Rosenfeld J., Reiter H.I., and Norman G.R. An admissions OSCE: the multiple mini-interview. Med Educ 38 3 (2004) 314-326
128. Knights J.A., and Kennedy B.J. Medical school selection: screening for dysfunctional tendencies. Med Educ 40 11 (2006) 1058-1064
129. Norcini J.J., Blank L.L., Duffy F.D., and Fortna G.S. The mini-CEX: a method for assessing clinical skills. Ann Intern Med 138 6 (2003) 476-481
130. Cruess R., McIlroy J.H., Cruess S., Ginsburg S., and Steinert Y. The professionalism mini-evaluation exercise: a preliminary investigation. Acad Med 81 10 Suppl (2006) S74-S78
131. Asch E., Saltzberg D., and Kaiser S. Reinforcement of self-directed learning and the development of professional attitudes through peer- and self-assessment. Acad Med 73 5 (1998) 575
132. Bryan R.E., Krych A.J., Carmichael S.W., Viggiano T.R., and Pawlina W. Assessing professionalism in early medical education: experience with peer evaluation and self-evaluation in the gross anatomy course. Ann Acad Med Singapore 34 8 (2005) 486-491
133. Davis J.D. Comparison of faculty, peer, self, and nurse assessment of obstetrics and gynecology residents. Obstet Gynecol 99 4 (2002) 647-651
134. Reiter H.I., Eva K.W., Hatala R.M., and Norman G.R. Self and peer assessment in tutorials: application of a relative-ranking model. Acad Med 77 11 (2002) 1134-1139
135. Arnold L., and Stern D. Content and context of peer assessment. In: Stern D.T. (Ed). Measuring medical professionalism (2006), Oxford University Press, New York ISBN:13: 978-0-19-517226-3
136. Arnold L., Shue C.K., Kritt B., Ginsburg S., and Stern D.T. Medical students' views on peer assessment of professionalism. J Gen Intern Med 20 9 (2005) 819-824
137. Arnold L., Willoughby L., Calkins V., Gammon L., and Eberhart G. Use of peer evaluation in the assessment of medical students. J Med Educ 56 1 (1981) 35-42
138. Dannefer E.F., Henson L.C., Bierer S.B., Grady-Weliky T.A., Meldrum S., Nofziger A.C., et al. Peer assessment of professional competence. Med Educ 39 7 (2005) 713-722
139. Davis J.K., and Inamdar S. Use of peer ratings in a pediatric residency. J Med Educ 63 8 (1988) 647-649
140. English R., Brookes S.T., Avery K., Blazeby J.M., and Ben-Shlomo Y. The effectiveness and reliability of peer-marking in first-year medical students. Med Educ 40 10 (2006) 965-972
141. Freedman J.A., Lehmann H.P., and Ogborn C.J. Web-based peer evaluation by medical students. Acad Med 75 5 (2000) 539-540
142. Norcini J.J. Peer assessment of competence. Med Educ 37 6 (2003) 539-543
143. Ramsey P.G., Wenrich M.D., Carline J.D., Inui T.S., Larson E.B., and LoGerfo J.P. Use of peer ratings to evaluate physician performance. JAMA 269 13 (1993) 1655-1660
144. Carney S.L., and Mitchell K.R. Satisfaction of patients with medical student's clinical skills. J Med Educ 61 5 (1986) 374-379
145. Woolliscroft J.O., Howell J.D., Patel B.P., and Swanson D.B. Resident-patient interactions: the humanistic qualities of internal medicine residents assessed by patients, attending physicians, program supervisors, and nurses. Acad Med 69 3 (1994) 216-224
146. Prislin M.D., Lie D., Shapiro J., Boker J., and Radecki S. Using standardized patients to assess medical students' professionalism. Acad Med 76 10 Suppl (2001) S90-92
147. Rethans J.J., and van Boven C.P. Simulated patients in general practice: a different look at the consultation. Br Med J (Clin Res Ed) 294 6575 (1987) 809-812
148. Koestler J.L. 360 degrees: planning a new pediatric clerkship. Acad Med 77 11 (2002) 1163
149. Lockyer J. Multisource feedback in the assessment of physician competencies. J Contin Educ Health Prof 23 1 (2003) 4-12
150. Rees C., and Shepherd M. The acceptability of 360-degree judgements as a method of assessing undergraduate medical students' personal and professional behaviours. Med Educ 39 1 (2005) 49-57
151. Fryer-Edwars K., Pinsky L., and Robbins L. The use of portfolios to assess professionalism. In: Stern D.T. (Ed). Measuring medical professionalism (2006), Oxford University Press, New York ISBN:13: 978-0-19-517226-3
152. Jarvis R.M., O'Sullivan P.S., McClain T., and Clardy J.A. Can one portfolio measure the six ACGME general competencies?. Acad Psychiatry 28 3 (2004) 190-196
153. van Mook W.N.K.A., van Luijk S.J., Fey-Schoenmakers M.J.G., Gulikers M.T.H., Schuwirth L.W., and Van der Vleuten C.P.M. Bespreking en beoordeling van professioneel gedrag aan de Faculteit Geneeskunde te Maastricht. Tijdschrift voor Medisch Onderwijs 26 5 (2007) 237-246
154. Papadakis M.A., and Loeser H. Using critical incident reports and longitudinal observations to assess professionalism. In: Stern D.T. (Ed). Measuring medical professionalism (2006), Oxford University Press, New York ISBN:13: 978-0-19-517226-3