Article

Assessment of professionalism: Recommendations from the Ottawa 2010 Conference

University of Toronto, Ontario, Canada.
Medical Teacher (Impact Factor: 2.05). 05/2011; 33(5):354-63. DOI: 10.3109/0142159X.2011.577300
Source: PubMed

ABSTRACT 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.

Download full-text

Full-text

Available from: Olle ten Cate, Aug 17, 2015
2 Followers
 · 
275 Views
  • Source
    • "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). "
    [Show abstract] [Hide abstract]
    ABSTRACT: T his document outlines guidelines for supervision of students in health service psychology education and training programs. The goal was to capture optimal performance expectations for psychologists who supervise. It is based on the premises that supervisors (a) strive to achieve competence in the provision of supervision and (b) employ a competency-based, meta-theoretical approach to the supervision process. 1 The Guidelines on Supervision were developed as a resource to inform education and training regarding the implementation of competency-based supervision. The Guidelines on Supervision build on the robust literatures on competency-based education and clinical supervision. They are organized around seven do-mains: supervisor competence; diversity; relationships; professionalism; assessment/evaluation/feedback; prob-lems of professional competence, and ethical, legal, and regulatory considerations. The Guidelines on Supervision represent the collective effort of a task force convened by the American Psychological Association (APA) Board of Educational Affairs (BEA). The purpose of the Guidelines for Clinical Supervi-sion in Health Service Psychology is to delineate essential practices in the provision of clinical supervision. The over-arching goal of these Guidelines on Supervision is to pro-mote the provision of quality supervision in health service psychology by using a competency framework to enhance the development of supervisee competence in a framework of accountability, ensuring the protection of clients/patients and the public. Supervision is a cornerstone for the prepa-ration of health service psychologists (Falender et al., 2004). Although a substantial amount of conceptual, theo-retical, and research literature pertaining to supervision exists, prior to the development of these Guidelines on Supervision, there has been no set of consensually agreed upon guidelines adopted as association policy to inform the practice of high-quality supervision for health service psy-chology. Although supervisor competency is assumed, little attention has been focused on its definition, assessment, or evaluation (Bernard & Goodyear, 2014; Falender & Shafranske, 2014). The assumption of supervisor compe-tence has diminished the perceived necessity for training in supervision. Articulating practices consistent with compe-tent supervision ultimately facilitates the provision of qual-ity services by supervisees and minimizes potential harm to supervisees and clients (Ellis et al., 2014). Competence entails performing one's professional role within the standards of practice. Metacompetence, or
    American Psychologist 01/2015; 70(1):33-46. DOI:10.1037/a0038112 · 6.87 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Is briefly analyzed the evolution that the objectives, strategies and models of medical education have had since their presentation and subsequent implementation of the famous model of Abraham Flexner, is now 103 years. Although globally accepted in their original pedagogical principles and instruments, that model does not have avoided the continuing dissatisfaction by the medical community and students and, most markedly in recent decades, the demanding of a most efficient health care by society, in general, and by patients in particular. In response to these ambitions, the medical community felt that it was essential to review the traditional criteria of medical professionalism, adapting them to a new paradigm of society and an appropriate and more efficient model of medical education. In this respect, are analyzed strategies and methodologies, apparently more suitable proposals for the inclusion of the principles and responsibilities of medical professionalism since the early period of pre-graduated medical education. It is assumed that the emphasis in teaching and practice of reflection throughout the course will have positive and lasting repercussions during active working life. However, the author believes that the success of the measures to be introduced in medical education programs to a new model of professionalism continues to depend, above all, of the humanistic and cognitive attributes of the students to be chosen, and the pedagogical quality, professional and academic of their teachers.
    Acta medica portuguesa 26(4):420-427. · 0.28 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Despite the growing importance of and interest in medical professionalism, there is no standardized tool for its measurement. The authors sought to verify the validity, reliability, and generalizability of the Professionalism Mini-Evaluation Exercise (P-MEX), a previously developed and tested tool, in the context of Japanese hospitals. A multicenter, cross-sectional evaluation study was performed to investigate the validity, reliability, and generalizability of the P-MEX in seven Japanese hospitals. In 2009-2010, 378 evaluators (attending physicians, nurses, peers, and junior residents) completed 360-degree assessments of 165 residents and fellows using the P-MEX. The content validity and criterion-related validity were examined, and the construct validity of the P-MEX was investigated by performing confirmatory factor analysis through a structural equation model. The reliability was tested using generalizability analysis. The contents of the P-MEX achieved good acceptance in a preliminary working group, and the poststudy survey revealed that 302 (79.9%) evaluators rated the P-MEX items as appropriate, indicating good content validity. The correlation coefficient between P-MEX scores and external criteria was 0.78 (P < .001), demonstrating good criterion-related validity. Confirmatory factor analysis verified high path coefficient (0.60-0.99) and adequate goodness of fit of the model. The generalizability analysis yielded a high dependability coefficient, suggesting good reliability, except when evaluators were peers or junior residents. Findings show evidence of adequate validity, reliability, and generalizability of the P-MEX in Japanese hospital settings. The P-MEX is the only evaluation tool for medical professionalism verified in both a Western and East Asian cultural context.
    Academic medicine: journal of the Association of American Medical Colleges 06/2011; 86(8):1026-31. DOI:10.1097/ACM.0b013e3182222ba0 · 3.47 Impact Factor
Show more