Review Green Open Access 2004

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

SW
Shrank, William H.
 RV
Reed, Virginia A.
 JG
Jernstedt, George Christian
Journal of General Internal Medicine
Journal · Vol. 19 · Issue 8 · pp. 887-892
Abstract

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.

Keywords

Author Keywords

medical education Evaluation Professionalism Incentives

Index Keywords

learning human medical education Humans motivation medical student review Educational Measurement professional practice behavior Education, Medical, Undergraduate clinical education Faculty, Medical Professional Role Ethics, Medical
Author Affiliations
VA Greater Los Angeles Healthcare System, Los Angeles, CA, United States, Sch. Publ. Hlth, University of California, Los Angeles, Los Angeles, CA, United States, Division of General Internal Medicine, VA Greater Los Angeles Healthcare System, Los Angeles, CA, United States
Ctr. for Educ. Outcomes at Dartmouth, Hanover, NH, United States, Dartmouth College, Hanover, NH, United States, Geisel School of Medicine at Dartmouth, Hanover, NH, United States
Funding & Acknowledgements
No funding information
References 10 References
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10 Acgme Outcome Project Slides, (2004)
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