Browsing by Subject "Professionalism"

Now showing 1 - 10 of 11
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    An investigation of preceptors' perceptions of behavioral elements of "professionalism" among genetic counseling students
    (Wiley, 2023) Delk, Paula; Bowling, Isabella; Schroeder, Courtney; Wilson, Theodore E.; Wesson, Melissa; Wetherill, Leah; Medical and Molecular Genetics, School of Medicine
    Professionalism in health care is a loosely defined but increasingly studied concept. In genetic counseling, "professional development" expectations for entry-level genetic counselors are described in the "Practice-Based Competencies for Genetic Counselors," but the teaching and evaluation of "professionalism" among genetic counseling students is relatively unexplored. This study investigated program leaders' and clinical supervisors' perceptions of professionalism demonstrated by genetic counseling graduate students to learn about their associated strengths and lapses. Members of program leadership and clinical supervisors at Accreditation Council for Genetic Counseling (ACGC) accredited genetic counseling graduate programs in the United States and Canada were surveyed regarding their observations of genetic counseling students for the years 2017-2019 regarding four domains of professional behavior: integrity, accountability/conscientiousness, teamwork, and patient care, with the Merriam-Webster definition of each behavior provided for each domain. Participants also provided open-text descriptions. Descriptive results showed that the 263 participants found all facets of these professional behaviors to be essential. Patient care had the highest importance and was the domain with the most strengths observed among genetic counseling students. Lapses in professional behavior were identified for self-awareness, time management, and thoroughness. Free responses noted that suggestions or strategies for education about professional behavior from ACGC may improve the professional behavior of genetic counseling students and in turn, genetic counselors. Participants voiced the importance of consideration of diverse professional and cultural backgrounds in setting the expectations for professional behavior among genetic counseling students and genetic counselors so that "professionalism" in genetic counseling is not defined through a White lens. Further investigation into challenges that genetic counseling students face regarding professional behavior during their graduate training and strategies for education about these behaviors will aid in the growth and improvement of the training of genetic counselors. Given the sensitive nature of this topic, portions of this discussion may be triggering for some readers.
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    Cultivating teacher professionalism in Chinese and U.S. settings: contexts, standards, and personhood
    (Taylor & Francis, 2021-07-12) Liu, Laura B.; Conner, J.M.; Li, Qiong; Education, IUPUC
    Our global era invites research on teacher reflection that is grounded in local contexts and enriched by cross-regional collaborations. Teacher professionalism is a shared global interest that is shaped by unique cultural factors in local settings. This study examines Chinese and U.S. undergraduate teacher education student views on the criteria for and standardised measures used to assess teacher professionalism. Data analyses of participant products, specifically group rubrics and individual reflections, involved constant comparative analyses to highlight convergent and divergent themes in student conceptions of teacher professionalism within and across the U.S. and Chinese university contexts. Findings demonstrate similarities and distinctions across participant views on the professional knowledge, skills, and dispositions involved in becoming a teacher, and reveals teacher professionalism as a dialectic among contexts, standards, and persons. Context distinguishes professional practice in ways that bring meaning and relevancy to local student needs. Standards provide a shared foundation for global discourse around key elements of a profession. Maintaining a person-centred view helps ensure assessment practices keep education’s broader civic goals central. Engaging in international dialogue on the meaning of teacher professionalism across regional cultures expanded understandings of professionalism, and how it may be fostered and evaluated more effectively in teacher education.
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    Development and use of an instrument adapted to assess the clinical skills learning environment in the pre-clinical years
    (Springer, 2015-09) Rdesinski, Rebecca E.; Chappelle, Kathryn G.; Elliot, Diane L.; Litzelman, Debra K.; Palmer, Ryan; Biagioli, Frances E.; Department of Medicine, IU School of Medicine
    BACKGROUND: The Communication, Curriculum, and Culture (C3) instrument is a well-established survey for measuring the professional learning climate or hidden curriculum in the clinical years of medical school. However, few instruments exist for assessing professionalism in the pre-clinical years. We adapted the C3 instrument and assessed its utility during the pre-clinical years at two U.S. medical schools. METHODS: The ten-item Pre-Clinical C3 survey was adapted from the C3 instrument. Surveys were administered at the conclusion of the first and second years of medical school using a repeated cross-sectional design. Factor analysis was performed and Cronbach's alphas were calculated for emerging dimensions. RESULTS: The authors collected 458 and 564 surveys at two medical schools during AY06-07 and AY07-09 years, respectively. Factor analysis of the survey data revealed nine items in three dimensions: "Patients as Objects", "Talking Respectfully of Colleagues", and "Patient-Centered Behaviors". Reliability measures (Cronbach's alpha) for the Pre-Clinical C3 survey data were similar to those of the C3 survey for comparable dimensions for each school. Gender analysis revealed significant differences in all three dimensions. CONCLUSIONS: The Pre-Clinical C3 instrument's performance was similar to the C3 instrument in measuring dimensions of professionalism. As medical education moves toward earlier and more frequent clinical and inter-professional educational experiences, the Pre-Clinical C3 instrument may be especially useful in evaluating the impact of curricular revisions.
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    In Search of Medical Professionalism Research: Preliminary Results from a Review of Widely Read Medical Journals
    (Kaiser Permanente, 2021) Isaacson, J. Harry; Ziring, Deborah; Hafferty, Fred; Kalet, Adina; Littleton, Dawn; Frankel, Richard M.; Medicine, School of Medicine
    Introduction: Professionalism is a core concept in medicine. The extent to which knowledge about professionalism is anchored in empirical research is unknown. Understanding the current state of research is necessary to identify significant gaps and create a road map for future professionalism efforts. The authors conducted an exploratory literature review to characterize professionalism research published in widely read medical journals, identify knowledge gaps, and describe the sources of funding for the identified studies. Methods: The authors focused on Medline's Abridged Index Medicus and 4 core Medline education-oriented journal and developed a search filter using text words found in the article title or abstract addressing professionalism. Articles were further filtered to include those indicating a research focus. Results: The search strategy resulted in 461 professionalism research articles for analysis. Articles were divided into themes of education (n = 212, 45.9%), performance (n = 83, 18%), measurement development (n = 13, 2.8%), remediation (n = 53, 11.5%), and well-being (n = 100, 21.6%). There were 36 studies from 1980 to 2002 (Era 1: before publication of Accreditation Council for Graduate Medical Education competencies) and 425 from 2003 to 17 (Era 2: after Accreditation Council for Graduate Medical Education publication of competencies). Professionalism education was the most common topic area, and most studies were from single institutions with results based on convenience samples. Most studies received no funding or were funded by the authors' own institution. Discussion: Little empirical research is available on professionalism in widely read medical journals. There has been limited external research funding available to study this topic. Conclusion: More investment in high quality professionalism research is justified and should be encouraged.
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    Integrating Technology into Effective Social Work Practice
    (2016-04) Walton, Betty A.
    Increasingly technology is being used to support effective social work practice. This seminar will explore a variety of ways in which information technology can help implement and sustain effective services. In combination with local organizational support and coaching, information technology can provide consistent training, certify basic competencies, help plan services, support supervision, and monitor progress. Multiple examples will illustrate meaningful uses of technology in practice settings. Participants will explore opportunities and implications for education and practice.
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    Pandemic Lessons: Online Professionalism Education
    (Elsevier, 2020-10-06) Wright, Wyatt H.; Gunderman, Richard B.; Radiology and Imaging Sciences, School of Medicine
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    Pandemic: Radiologists’ Ethical and Professional Responsibilities
    (Elsevier, 2020-04-17) Love, Harrison L.; Gunderman, Richard B.; Medicine, School of Medicine
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    Patient Perception of Physician Attire in a Military Ophthalmology Clinic
    (Cureus, 2021-01-04) Scheive, Melanie; Gillis, John, II.; Gillis, Sarah; Legault, Gary L.; Ophthalmology, School of Medicine
    The purpose of this study is to investigate patient preferences of physician attire in an outpatient military ophthalmology clinic to determine how these preferences affect patients' perceptions of physician competence and their overall clinical experience. Materials and methods This study is a prospective survey administered to patients at the ophthalmology clinic at Brooke Army Medical Center. USA. Patients who were willing to participate in a volunteer survey were included in this study. Demographic information and survey questions were utilized in this study along with words and pictures for patients to select a preference in physician attire in the clinic setting (scrubs, military uniform, or civilian professional attire) and surgical setting (surgical cap or a surgical bouffant). The survey asks patients if physician attire impacts patient confidence in physician abilities (yes or no) and if surgeon attire impacts the likelihood of the patient taking the surgeon's advice (yes or no). Results The demographic distribution includes 57-77 years old participants (53%), females (61%), retirees (49%), and dependent spouses (40%). The racial distribution includes 46% - Caucasian, 20% - African American, 22% - Hispanic, 6 - % Asian, and 6% - other. Most patient appointment types were established follow-up (77%) with only 12% new and 11% walk-in. The survey results (N=308) indicate that most patients (64%) did not have a preference in physician clinical attire, while 22% preferred scrubs, 11% preferred military uniform, and 3% preferred civilian attire. Most patients (66%) did not have a preference for surgical headwear, while 27% preferred the surgical cap, and 7% preferred the surgical bouffant. Only 9% of the patients surveyed indicated that physician attire impacted their confidence in their physician's ability, and 12% reported that attire impacted the likelihood of taking advice. Conclusions Most patients in an outpatient military ophthalmology clinic do not have a preference for physician attire or surgical headwear when surveyed. The majority of patients did not feel physician attire impacted their perception of physician's ability or their likelihood of taking advice. When indicating a preference, patients tended to prefer scrubs to outpatient civilian attire or military attire and trended towards preferring surgical cap over surgical bouffant for headwear.
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    Positive and Negative Professionalism Experiences of Genetic Counseling Students in the United States and Canada
    (Wiley, 2021) Aamodt, Pauline; Wetherill, Leah; Delk, Paula; Torres-Martinez, Wilfredo; Vance, Gail H.; Wesson, Melissa; Medical and Molecular Genetics, School of Medicine
    Many aspects of genetic counseling training programs have been examined over the years. However, no study has explored professional or unprofessional behaviors genetic counseling graduate students experience during their training, and how these behaviors influence satisfaction with their training. This exploratory study examined students' experiences with program leaders, instructors, supervisors, and other trainees. Specific experiences included actions of favoritism, bias, negativity, abuse of power, and examples of positive role modeling. A survey was sent to all members of the National Society of Genetic Counselors and program directors in order to reach graduates of Accreditation Council for Genetic Counseling (ACGC)-accredited programs from 2015-2019 who were eligible to participate. Responses to questions relating to demographics, satisfaction with graduate education, behaviors experienced or seen during graduate school, and reporting of inappropriate behaviors were collected and analyzed. Results demonstrated that 95% of the genetic counseling graduates were highly satisfied with their graduate education and those who experienced inappropriate behaviors during their training were somewhat less satisfied (p = .04). Individuals who felt more prepared by their graduate education were more satisfied with their graduate education (p < .01). Being publicly embarrassed or humiliated, being made to feel like a burden in clinic, or being subjected to negative or offensive behavior based on their personal beliefs or personal characteristics (excluding areas of gender, race/ethnicity, or sexual orientation) were all negatively associated with satisfaction (all p < .04). We conclude that this survey could serve as a "Genetic Counseling Training Experiences Assessment" which could be incorporated into annual evaluations required by the ACGC. Implementation of this assessment would enhance the current evaluations of genetic counseling training programs and provide important information regarding student experiences during their training.
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    The professionalization of medical students : a longitudinal analysis of professional identity formation and professionalism perceptions in second and third year medical students
    (2017-12) Byram, Jessica Nichole; Scheurich, James J.; Brokaw, James J.; Hoffman, Leslie A.; Seifert, Mark F.; Hoffmann-Longtin, Krista
    Background: Recent literature on professional identity formation (PIF) conceptualizes the developmental process into stage theories that remove critical context. This study employed a longitudinal approach to PIF that explored the processes through which professional identity is formed in second (MS2) and third (MS3) year medical students and how their perceptions of professionalism transformed and influenced their PIF. Methods: Nine medical students (n=9) from Indiana University School of Medicine completed this study spanning MS2 and MS3. Participants completed three semi-structured interviews and submitted 10 audio diaries at two-month intervals between interviews. Participants also completed the Professionalism Assessment Tool (PAT) at the beginning of MS2 (PAT1) and end of MS3 (PAT2). Interviews and audio diaries were analyzed using the constant comparative approach and a Wilcoxon signed-rank test was used to determine significant differences between mean domain scores of PAT1 and PAT2. Results: This study found several processes of PIF within five themes: Exploring Self in Medicine, Connecting to Image of Medicine, Embodying Role, Internalizing Values, and Exploring Specialty Choice. Processes of participating in patient care and selecting a specialty have the most profound impact on PIF and resulted in medical students feeling like members of the medical community. Analyses revealed participants’ perceptions of professionalism became more complex with clinical experiences and their perceptions of their ability to enact those behaviors transformed across the study period. Furthermore, the participants’ perceptions of professionalism set the foundation for the values they desired to demonstrate as part of their professional identities. Conclusions: This study presents a cohesive picture of how PIF occurs across MS2 and MS3 and how professionalism influences this important developmental process. These results indicate PIF is best cultivated within a medical curriculum where students are able to utilize processes to foster its development. Since professionalism serves as an important foundation to professional identity and a comprehensive understanding is needed for medical students to appreciate a physician’s role in society, the curriculum must be structured in a way to promote a complex, reflective understanding of professionalism that is based on values, actions, and who one wants to be as a physician.