Staff, and teams. Role models’ actions should be consistent with formal professionalism curricula.21 Experience suggests that learners watch, embrace, and mimic attitudes and behaviors of role models. Teachers should leverage this phenomenon by using interactions with patients, colleagues, and health care team members as opportunities to role model ideal attributes and behaviors (i.e. accountability, altruism, excellence, and humanism). Likewise, institutions should embrace and foster a culture of professionalism.52 Without institutional Larotrectinib structure cultures and learning environments that support and promote professionalism, professionalism curricula may be viewed as inauthentic and role models’ efforts thwarted. Role modeling can be enhanced with reflection.62,63 For example, teachers may ask medical learners to reflect on meaningful events as they occur while caring for patients (e.g. difficult diagnosis, communication failure, adverse event, ethical dilemma, etc.). Teachers who role model behaviors (e.g. delivering “sad, bad, or unexpected news” to patients and loved ones) should ask learners to reflect on, and engage learners in discussions regarding, the role modeled behaviors (e.g. “What went well?” and “What could have been done better?”). Experiential and interactive teaching Sulfatinib web methods such as case discussions and hands-on practice sessions can improve learner performance and patient outcomes.55?9,64,65 These methods can be applied to teaching professionalism and how to recognize and address professionalism challenges. Examples include discussion groups (e.g. the “challenging case”), role play (e.g. “speaking up” regarding an impaired colleague), simulation (e.g. giving “sad, bad, or unexpected news” to a patient),64 team-based learning,65 and self-reflection (e.g. reflecting on actions during an event through journaling or discussions with a peer, colleague, or mentor).62,66 The “critical incident report,” which is a short narrative written by an individual describing a meaningful patient care event, can be an effective tool for teaching professionalism, especially if used with self-reflection and group discussion.67 These methods should be used in safe and structured environments (e.g. facilitated by a respected faculty member).50 Teaching and learning professionalism can be further enhanced by various means.62,68 Professionalism curricula should be relevant; learners will be more engaged in learning professionalism when it is taught in the context of their specialty (e.g. obstetrics and gynecology learners should learn about professionalism in the context of obstetrics and gynecology practice). Professionalism curricula should also be practical (e.g. obstetrics and gynecology learners should learn how to identify and address professionalism challenges in obstetrics and gynecology practice). Professionalism curriculaApril 2015 Volume 6 Issue 2 eRambam Maimonides Medical JournalTeaching and Assessing Medical Professionalism should challenge and facilitate growth of communication skills. The hidden curriculum, “influences that function at the level of organizational structure and culture,”69 should be characterized and addressed if it conflicts with institutional goals and formal curricula.11,50 For example, curricula that promote “speaking up” when patients are at risk for harm should be supported by an institutional culture that supports speaking up without threat of retaliation.70 Failure to address an adverse “hidden curriculum” conve.Staff, and teams. Role models’ actions should be consistent with formal professionalism curricula.21 Experience suggests that learners watch, embrace, and mimic attitudes and behaviors of role models. Teachers should leverage this phenomenon by using interactions with patients, colleagues, and health care team members as opportunities to role model ideal attributes and behaviors (i.e. accountability, altruism, excellence, and humanism). Likewise, institutions should embrace and foster a culture of professionalism.52 Without institutional cultures and learning environments that support and promote professionalism, professionalism curricula may be viewed as inauthentic and role models’ efforts thwarted. Role modeling can be enhanced with reflection.62,63 For example, teachers may ask medical learners to reflect on meaningful events as they occur while caring for patients (e.g. difficult diagnosis, communication failure, adverse event, ethical dilemma, etc.). Teachers who role model behaviors (e.g. delivering “sad, bad, or unexpected news” to patients and loved ones) should ask learners to reflect on, and engage learners in discussions regarding, the role modeled behaviors (e.g. “What went well?” and “What could have been done better?”). Experiential and interactive teaching methods such as case discussions and hands-on practice sessions can improve learner performance and patient outcomes.55?9,64,65 These methods can be applied to teaching professionalism and how to recognize and address professionalism challenges. Examples include discussion groups (e.g. the “challenging case”), role play (e.g. “speaking up” regarding an impaired colleague), simulation (e.g. giving “sad, bad, or unexpected news” to a patient),64 team-based learning,65 and self-reflection (e.g. reflecting on actions during an event through journaling or discussions with a peer, colleague, or mentor).62,66 The “critical incident report,” which is a short narrative written by an individual describing a meaningful patient care event, can be an effective tool for teaching professionalism, especially if used with self-reflection and group discussion.67 These methods should be used in safe and structured environments (e.g. facilitated by a respected faculty member).50 Teaching and learning professionalism can be further enhanced by various means.62,68 Professionalism curricula should be relevant; learners will be more engaged in learning professionalism when it is taught in the context of their specialty (e.g. obstetrics and gynecology learners should learn about professionalism in the context of obstetrics and gynecology practice). Professionalism curricula should also be practical (e.g. obstetrics and gynecology learners should learn how to identify and address professionalism challenges in obstetrics and gynecology practice). Professionalism curriculaApril 2015 Volume 6 Issue 2 eRambam Maimonides Medical JournalTeaching and Assessing Medical Professionalism should challenge and facilitate growth of communication skills. The hidden curriculum, “influences that function at the level of organizational structure and culture,”69 should be characterized and addressed if it conflicts with institutional goals and formal curricula.11,50 For example, curricula that promote “speaking up” when patients are at risk for harm should be supported by an institutional culture that supports speaking up without threat of retaliation.70 Failure to address an adverse “hidden curriculum” conve.
