implementing professionalism teaching & assessment general principles richard cruess oc, md,...
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IMPLEMENTING PROFESSIONALISM IMPLEMENTING PROFESSIONALISM TEACHING & ASSESSMENTTEACHING & ASSESSMENT
General PrinciplesGeneral Principles
Richard Cruess OC, MD, FRCSCRichard Cruess OC, MD, FRCSCSylvia Cruess MD, CPSQSylvia Cruess MD, CPSQ
McGill UniversityMcGill University
How to reference this document: Cruess R., Cruess S., Implementing Professionalism Teaching & Assessment. CanMEDS Train-the-Trainer Program on Professionalism. 2009
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“THOU SHALT NOT might reach the head,
but it takes ONCE UPON A TIME
to reach the heart”
Ascribed to P. Pullman: New Yorker, Dec.26 2005
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Physicians must both understand professionalism (which many do not)
and live it every day(which many do)
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PROFESSIONALISMPROFESSIONALISM
• Traditionally taught by role models
• It remains an essential method
• It alone is no longer sufficient
• Role models must understand professionalism
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THE CHALLENGETHE CHALLENGE
• How to impart knowledge of professionalism to students, residents and faculty.
• How to encourage the behaviors characteristic of the good physician.
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• Effective teaching of professionalism must reach both the head and the heart
• This is the preferred learning style of the present generation
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THE LITERATURETHE LITERATURE
TWO APPROACHES• Teach it explicitly: --definitions/list of traits• Teach it as a moral endeavor:
--altruism/service/role modeling/ experiential learning
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MUST DO BOTH !Teaching alone
remains theoretical
Experiential learning alone selective/disorganized knowledge of professionalism and professional
obligations- where we started
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Before knowledge can be embedded in authentic activities it MUST first be
acquired
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HOWHOW
• Cognitive base - teach it explicitly• Experiential learning - provide opportunities• Self-reflection - encourage the active process• Role modeling - requires knowledge and self-
awareness • The environment - must support professional
values
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LEVEL OF LEARNERLEVEL OF LEARNER
Imparting core knowledge
Promoting self-reflection, application
level of
sophistication
Medical student Residency
Preclinical Clinical
capacity to personalize
Increasing complexity
Increasing reflection
SOCIAL CONTRACTSOCIAL CONTRACT
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OVERALL APPROACHOVERALL APPROACH
• Integrated program throughout undergraduate and postgraduate education.
• Activities throughout the curriculum• Support of Dean’s office & Chairs• Multiple techniques of teaching & learning.
» formal teaching » experiential learning & self-reflection» small groups» role models -faculty
- residents» independent activities
• Evaluation linked to teaching • Faculty Development- Essential Cruess & Cruess
Medical Teacher 2006
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GENERAL PRINCIPLESGENERAL PRINCIPLES
1. INSTITUTIONAL SUPPORT
• Support of Dean’s office & Chairs• Time in Curriculum- modest• $$$$ and Human Resources
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GENERAL PRINCIPLESGENERAL PRINCIPLES
2. ALLOCATION OF RESPONSIBILITY
• Leader/Champion- respected individual• Committee- broad representation
PROFESSIONALISM CROSSES DEPARTMENTAL LINES
WHAT WILL BE YOUR ROLE?
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GENERAL PRINCIPLESGENERAL PRINCIPLES
3. THE ENVIRONMENT• Formal Curriculum
structured program on professionalism• Informal Curriculum- Supports Healer Role
role models (+/-), pursuit of excellence teamwork, patient-centered
• Hidden Curriculum institutional priorities, rewards, incentives
ALL MUST BE ADDRESSED
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GENERAL PRINCIPLESGENERAL PRINCIPLES
4. THE COGNITIVE BASE
• Choose a definition• Teach it explicitly and often with increasing levels
of sophistication• DON’T CHERRY PICK
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GENERAL PRINCIPLESGENERAL PRINCIPLES
5. EXPERIENTIAL LEARNING & SELF-REFLECTION
• “Professional identity arises from a long-term combination of experience and reflection on experience”
-Hilton & Slotnick, 2005
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GENERAL PRINCIPLESGENERAL PRINCIPLES
5. EXPERIENTIAL LEARNING & SELF-REFLECTION
• Provide stage-appropriate experiences • Ensure that reflection on these experiences occurs by
allowing both time and opportunity• Use a variety of methods to provide experiences for
reflection
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6. ROLE MODELLING
• Make it explicit-faculty developmentrole models must understand
professionalism• Support it• Reward it• Assess it- with consequences (+&-)
GENERAL PRINCIPLESGENERAL PRINCIPLES
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7. FACULTY DEVELOPMENT
• Affects : knowledge & skill base
environment
role models• Can promote change
GENERAL PRINCIPLESGENERAL PRINCIPLES
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8. CONTINUITY
• Admissions• Undergraduate• Post graduate • Continuing professional development
PROFESSIONALISM DOES NOT CHANGE
Teach in each yearTeach in each yearStage-appropriateStage-appropriate
GENERAL PRINCIPLESGENERAL PRINCIPLES
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9. EVALUATION
Knowledge/Behaviors Formative/Summative• Students• Residents• Faculty- informal & hidden curriculum• Program- is it working?
obligationobligation to societyto society
GENERAL PRINCIPLESGENERAL PRINCIPLES
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10. INCREMENTAL APPROACH
• Difficult to implement comprehensive program simultaneously
• Design a program for professionalism• Start with what is already in place• Add new materiel as it is developed
•
GENERAL PRINCIPLESGENERAL PRINCIPLES
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The McGill Experience1997 – 2008
A Work in Progress
The Result of the Efforts of Many Individual Faculty Members
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UNDERGRADUATE - NEWUNDERGRADUATE - NEW
• A longitudinal 4 year program on Physicianship
• Strong support from Dean, Associate Deans, Chairs
Faculty Retreat
• FACULTY DEVELOPMENT
• New resources- MD Director, Senior Administrator, $$
• Distinct approaches to the Healer and the Professional.
• New admission process- McGill MMI
• Redefinition of the clinical method
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• Incorporation of existing activities including ethics,
professionalism
• Creation of new learning experiences.
• Revision of evaluation system - Global Rating Scale - P-MEX,
Faculty Form• All students required to complete the program.
• Program evaluation underway- baseline established
• Ongoing effort to publish results
UNDERGRADUATE - NEWUNDERGRADUATE - NEW
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CONTENT – WHOLE CLASSCONTENT – WHOLE CLASS
“Flagship activities”- at regular intervals- required
– lectures small groups
– *ethics small groups– communication skills (Calgary/Cambridge)– *introduction to the cadaver small groups– *body donor service– *white coat ceremony– *palliative care medicine– 4th year seminars - “The Social Contract and You”
– Prof 401- 6 hours
**Prof 101 - 1st yrProf 101 - 1st yrProf 201 - 2nd yrProf 201 - 2nd yrProf 301 – 3Prof 301 – 3rdrd year year<<
*were already in place
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CONTENT – INDIVIDUAL CONTENT – INDIVIDUAL COURSESCOURSES
• unit specific activities (small group)
pre-clinicalclinical
• humanism/narrative medicine• spirituality• community service
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OSLER FELLOWSOSLER FELLOWS
• Mentors to a small group (6) for 4 years• Selected from a student-generated list of skilled
teachers and role models• Integral to the Physicianship Program- mandated
activities on the Healer and the Professional• Dedicated faculty development program• Supervise “Physicianship Portfolios”• Receive stipends
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POST GRADUATE- CanMEDSPOST GRADUATE- CanMEDS
Occurred Against the Backdrop of the Undergraduate Program
• Mandatory Half-Day on Professionalism for Each RIISeparate structured interactive lecture- THE COGNITIVEBASE- for McGill and non-McGill graduates followed by
Combined small-group session using vignettes and discussion of the
social contractFaculty member and senior resident co-facilitate each groupEach has attended a faculty development workshopPre/Post assessment of knowledge & opinions
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• •
• Other large group activities: ethics, malpractice, communication skills, risk management, teamwork, resident wellness
• Senior residents (Internal Medicine) are group leaders for second-year medical student course• Role modeling and guided reflection• Improved assessment- behaviors derived from the P-MEX• Improving the learning environment faculty development targeting role models assessment of faculty professionalism (testing form)
•
POST GRADUATE - CANMEDSPOST GRADUATE - CANMEDS
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PROGRAM EVALUATIONPROGRAM EVALUATION
• Too early- only 12 years!• faculty, resident, and student knowledge and
awareness- ?? change in the environment• Ultimate evaluation - patient satisfaction - physician satisfaction
- rate of physician disciplinary actions - the status of the profession in society
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“The practice of medicine is an art, not a trade; a calling, not a business: a calling in which your heart will be exercised equally with your head”
Osler: The Master Word in MedicineIn “Aequanimitas”