| Club de revistas: Enseñando profesionalismo a través de discusiones basadas en la historia de la anestesiología |
The Journal Club: Teaching professionalism through discussions based on the history of anesthesiology.
Anesthesiology. 2009 Jun;110(6):1214-6.
Shakespeare WA, Bacon DR, Smith DC, Rose SH.
THE Accreditation Council for Graduate Medical Education (ACGME) has mandated professionalism be taught and assessed in all ACGME-accredited training programs as one of six core competencies. The professionalism curriculum may vary significantly at different institutions, but teaching and assessing professionalism is a common challenge to program directors and faculty who wish to capture the spirit of this core competency.1 Professionalism training is challenging, and efforts to teach professional behavior can range from nominally posting a list of rules of conduct to formal didactic sessions during which faculty leaders "preach" to trainees on the perils and pitfalls of unprofessional behaviors. Institutions vary widely in both the content and tone by which this competency is taught.
http://journals.lww.com/anesthesiology/Fulltext/2009/06000/The_Journal_Club
__Teaching_Professionalism_through.6.aspx
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| La enseñanza de profesionalismo durante la residencia: por qué está disminuyendo y una sugerencia para mejorar su éxito |
The teaching of professionalism during residency: why it is failing and a suggestion to improve its success.
Gaiser RR.
Department of Anesthesiology and Critical Care, Hospital of the University of Pennsylvania, 3400 Spruce St., Philadelphia, PA 19104, USA.gaiserr@uphs.upenn.edu
Anesth Analg. 2009 Mar;108(3):948-54
Abstract
Professionalism is one of the core competencies to be taught and evaluated during residency. A review of the literature suggests that professionalism is not completely understood or practiced. The teaching of professionalism has been incorporated into the educational programs for residents. However, residents learn from two curriculums: the stated curriculum and a hidden curriculum. The hidden curriculum represents the actions observed by the resident of the faculty in the hospital. The impact of this hidden curriculum upon professional behavior by the resident is significant. Due to the hidden curriculum, a possible means of improving professionalism involves the development of a program for faculty. This program must include not only topics but time for personal reflection of one's knowledge and actions. Self-reflection allows for the development of a true understanding and practice of professionalism and may improve professional behavior.
http://www.anesthesia-analgesia.org/content/108/3/948.full.pdf+html
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| Enseñando profesionalismo a los residentes |
Teaching professionalism to residents.
Klein EJ, Jackson JC, Kratz L, Marcuse EK, McPhillips HA, Shugerman RP, Watkins S, Stapleton FB.
Department of Pediatrics, University of Washington School of Medicine (UOWSM) and Children's Hospital and Regional Medical Center (CHRMC), Seattle, Washington 98105, USA. eileen.klein@seatlechildren.org
Acad Med. 2003 Jan;78(1):26-34.
Abstract
The need to teach professionalism during residency has been affirmed by the Accreditation Council for Graduate Medical Education, which will require documentation of education and evaluation of professionalism by 2007. Recently the American Academy of Pediatrics has proposed the following components of professionalism be taught and measured: honesty/integrity, reliability/responsibility, respect for others, compassion/empathy, self-improvement, self-awareness/knowledge of limits, communication/collaboration, and altruism/advocacy. The authors describe a curriculum for introducing the above principles of professionalism into a pediatrics residency that could serve as a model for other programs. The curriculum is taught at an annual five-day retreat for interns, with 11 mandatory sessions devoted to addressing key professionalism issues. The authors also explain how the retreat is evaluated and how the retreat's topics are revisited during the residency, and discuss general issues of teaching and evaluating professionalism.
http://journals.lww.com/academicmedicine/pages/articleviewer.aspx?year=2003&issue=01000&article=00007&type=abstract |
| Los fundamentos éticos del profesionalismo: historia sociológica. |
The ethical foundations of professionalism: a sociologic history.
Sox HC.
Annals of Internal Medicine, 190 North Independence Mall West, Philadelphia, PA 19106-1572, USA. hsox@mail.acponline.org
Chest. 2007 May;131(5):1532-40.
Abstract
The purpose of this article is to trace the development of medical professionalism in medicine from its origins to the present. Codes of professional conduct are the tangible expressions of professionalism. I use them as a window into contemporary circumstances of medical practice. The medieval guilds are my framework for examining the relationship of the medical profession in relation to society. The craft guilds of postmedieval Europe wielded considerable power. They controlled entry into a craft, training, and standards of quality. By controlling the volume of production, they controlled price. The craft guilds flourished until their monopoly powers began to hinder the forces of capitalism, which influenced the state to limit the powers of the guild. The professions are the offspring of the medieval craft guilds. Since the early 19th century, the medical profession in the United States has sought guild powers. The triangular relationship between state, capitalism, and the medical profession explains the rise of the profession during the 19th century and its decline since the mid-20th century. I argue that the codes of conduct of the profession reflect what it needs to maintain its guild powers against the forces of capitalism and the state. The Charter on Medical Professionalism calls on physicians to take into account both the individual patient's needs and those of society. I believe this important clause reflects the conflict of the profession with the state and capitalism over the aggregate costs of medical care.http://chestjournal.chestpubs.org/content/131/5/1532.full.pdf+html
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