Assessment of professionalism: Recommendations from the Ottawa 2010 Conference

University of Toronto, Ontario, Canada.
Medical Teacher (Impact Factor: 1.68). 05/2011; 33(5):354-63. DOI: 10.3109/0142159X.2011.577300
Source: PubMed


Over the past 25 years, professionalism has emerged as a substantive and sustained theme, the operationalization and measurement of which has become a major concern for those involved in medical education. However, how to go about establishing the elements that constitute appropriate professionalism in order to assess them is difficult. Using a discourse analysis approach, the International Ottawa Conference Working Group on Professionalism studied some of the dominant notions of professionalism, and in particular the implications for its assessment. The results presented here reveal different ways of thinking about professionalism that can lead towards a multi-dimensional, multi-paradigmatic approach to assessing professionalism at different levels: individual, inter-personal, societal-institutional. Recommendations for research about professionalism assessment are also presented.

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    • "Professionalism goes hand in hand with a profession's social responsibility (see Hodges et al., 2011; Vasquez & Bingham, 2012). The " professionalism covenant " puts the needs and welfare of the people they serve at the forefront (Grus & Kaslow, 2014). "
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    American Psychologist 01/2015; 70(1):33-46. DOI:10.1037/a0038112 · 6.87 Impact Factor
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    • "Aside from being a set of personal traits, professionalism can also be conceived as the expression of the relationship between the profession and the social and cultural context in which health care professionals function.4 One of the recommendations of the International Working Group on Professionalism is to “examine the concept of professionalism and its assessment across different linguistic and cultural contexts”, raising the issue of intercultural comparison of curricula.5 "
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