Fostering professionalism in medical education: A call for improved assessment and meaningful incentives

Increasing attention has been focused on developing professionalism in medical school graduates. Unfortunately, the culture of academic medical centers and the behaviors that faculty model are often incongruent with our image of professionalism. The need for improved role modeling, better assessment...

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Bibliographic Details
Published in:Journal of general internal medicine : JGIM 2004-08, Vol.19 (8), p.887-892
Main Authors: SHRANK, William H, REED, Virginia A, JERNSTED, G. Christian
Format: Article
Language:English
Subjects:
Accountability
Altruism
Behavior
Biological and medical sciences
Core curriculum
Education, Medical, Undergraduate - organization & administration
Educational Measurement
Ethics, Medical - education
Faculty, Medical
Health participants
Humans
Incentives
Internal medicine
Learning
Medical education
Medical schools
Medical sciences
Medical students
Medicine
Motivation
Patients
Professional Role
Public health. Hygiene
Public health. Hygiene-occupational medicine
Role models
Skills
Teaching
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Summary:Increasing attention has been focused on developing professionalism in medical school graduates. Unfortunately, the culture of academic medical centers and the behaviors that faculty model are often incongruent with our image of professionalism. The need for improved role modeling, better assessment of student behavior, and focused faculty development is reviewed. We propose that the incentive structure be adjusted to reward professional behavior in both students and faculty. The third-year medicine clerkship provides an ideal opportunity for clinician-educators to play a leading role in evaluating, rewarding, and ultimately fostering professionalism in medical school graduates.
ISSN:0884-8734
1525-1497
DOI:10.1111/j.1525-1497.2004.30635.x