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.

Download full-text


Available from: Olle ten Cate
  • 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
    Full-text · Article · Jan 2015 · American Psychologist
  • Source
    • "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 "
    [Show abstract] [Hide abstract]
    ABSTRACT: Developing and assessing professionalism in medical students is an international challenge. This paper, based on preliminary research at the Faculty of Medicine and Dentistry of the University Sapienza of Rome, Italy, briefly summarizes the main issues and experiences in developing professionalism among Italian undergraduate medical students. It concludes with a proposed framework suited to the Italian medical curricula. In our educational system, professionalism is defined as the context of medical expertise, the combination of rules, conditions, and meanings in which the act of health care occurs, as well as the ability of critical reflection on technical expertise. It is a multidimensional construct of ethical, sociocultural, relational, and epistemological competencies, requiring a wide range of tools for assessment. With reference to Italian versions of validated tools of measure, vignettes, videos, and a student's portfolio of reflective writings, this paper outlines the manner in which education for professionalism is embedded in the existing curriculum and overall framework of assessment.
    Full-text · Article · Jun 2012
  • 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.
    Full-text · Article · Jun 2011 · Academic medicine: journal of the Association of American Medical Colleges
Show more