Basing the Evaluation of Professionalism on Observable Behaviors: A Cautionary Tale
Keywords
Physician-Patient RelationsMotivation
Altruism
Students, Medical
General Surgery
Faculty, Medical
Ethics
Educational Measurement
Thinking
Deception
Internal Medicine
Medical Students
Interprofessional Relations
Truth Disclosure
Ethics, Medical
Health Services Research
Observer Variation
Humans
Medical
Attitude of Health Personnel
Medical Faculty
Interviews as Topic
Videotape Recording
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http://ir.lib.uwo.ca/medpub/112Abstract
PROBLEM STATEMENT AND BACKGROUND: The evaluation of professionalism often relies on the observation and interpretation of students' behaviors; however, little research is available regarding faculty's interpretations of these behaviors. METHOD: Interviews were conducted with 30 faculty, who were asked to respond to five videotaped scenarios in which students are placed in professionally challenging situations. Behaviors were catalogued by person and by scenario. RESULTS: There was little agreement between faculty about what students should and should not do in each scenario. Abstracted principles (e.g., honesty, altruism) were defined and applied inconsistently, both between and within individual faculty. There was no apparent "shared standard" that faculty held for professional behavior in students, and similar behaviors (e.g., lying) could be interpreted as either professional or unprofessional. CONCLUSIONS: Future efforts at evaluation need to look beyond the behaviors, and should incorporate the reasoning and motivations behind students' actions in challenging professional situations.Date
2004-10-01Type
textIdentifier
oai:ir.lib.uwo.ca:medpub-1118http://ir.lib.uwo.ca/medpub/112
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