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Journal article
How Do Medical Schools Identify and Remediate Professionalism Lapses in Medical Students? A Study of US and Canadian Medical Schools
Academic medicine, v 90(7), pp 913-920
01 Jul 2015
PMID: 25922920
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Purpose Teaching and assessing professionalism is an essential element of medical education, mandated by accrediting bodies. Responding to a call for comprehensive research on remediation of student professionalism lapses, the authors explored current medical school policies and practices.
Method In 2012-2013, key administrators at U.S. and Canadian medical schools accredited by the Liaison Committee on Medical Education were interviewed via telephone or e-mail. The structured interview questionnaire contained open-ended and closed questions about practices for monitoring student professionalism, strategies for remediating lapses, and strengths and limitations of current systems. The authors employed a mixed-methods approach, using descriptive statistics and qualitative analysis based on grounded theory.
Results Ninety-three (60.8%) of 153 eligible schools participated. Most (74/93; 79.6%) had specific policies and processes regarding professionalism lapses. Student affairs deans and course/clerkship directors were typically responsible for remediation oversight. Approaches for identifying lapses included incident-based reporting and routine student evaluations. The most common remediation strategies reported by schools that had remediated lapses were mandated mental health evaluation (74/90; 82.2%), remediation assignments (66/90; 73.3%), and professionalism mentoring (66/90; 73.3%). System strengths included catching minor offenses early, emphasizing professionalism schoolwide, focusing on helping rather than punishing students, and assuring transparency and good communication. System weaknesses included reluctance to report (by students and faculty), lack of faculty training, unclear policies, and ineffective remediation. In addition, considerable variability in feedforward processes existed between schools.
Conclusions The identified strengths can be used in developing best practices until studies of the strategies' effectiveness are conducted.
Metrics
Details
- Title
- How Do Medical Schools Identify and Remediate Professionalism Lapses in Medical Students? A Study of US and Canadian Medical Schools
- Creators
- Deborah Ziring - Drexel Univ, Coll Med, Dept Med, Philadelphia, PA 19129 USADeborah Danoff - McGill Univ, Fac Med, Dept Med, Montreal, PQ, CanadaSuely Grosseman - Univ Fed Santa Catarina, Dept Pediat, Florianopolis, SC, BrazilDebra Langer - Drexel Univ, Dept Community Hlth & Prevent, Philadelphia, PA 19104 USAAmanda Esposito - Drexel Univ, Coll Med, Philadelphia, PA 19104 USAMian Kouresch Jan - Drexel Univ, Coll Med, Philadelphia, PA 19104 USASteven Rosenzweig - Drexel UniversityDennis Novack - Drexel University
- Publication Details
- Academic medicine, v 90(7), pp 913-920
- Publisher
- Lippincott Williams & Wilkins
- Number of pages
- 8
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- MD (Doctor of Medicine) Program
- Web of Science ID
- WOS:000357094100004
- Scopus ID
- 2-s2.0-84943634243
- Other Identifier
- 991019167564704721
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- Collaboration types
- Domestic collaboration
- International collaboration
- Web of Science research areas
- Education, Scientific Disciplines
- Health Care Sciences & Services