Medical professionalism: teaching, learning, and assessment

Professionalism has been variously termed a philosophy, behavioural disposition, skill set, habit, concept having its roots in social justice or social contract. Project Professionalism’s categorisation of professionalism provides a comprehensive, operational framework that includes six elements: altruism; accountability; excellence; duty; honour and integrity; and respect for others.

The place of professionalism as an exit learning outcome in the modern health professions’ curricula is now established. The curriculum content that should be integrated into different courses must reflect the key attributes of a professional. A rich variety of teaching and learning methods are available for the health professions’ teacher to select from, depending on the specific requirements of the course and the context. Goldie et al. (2007) found that role modelling and early clinical contact have a profound influence on promoting professionalism. They also found that ‘critical reflection’ is the most effective technique for promoting professionalism.

Identifying what constitutes unprofessional behaviour is important when assessing professionalism. Portfolio assessment has been used as an assessment method. One-on-one interviews, peer assessment, teamwork exercises, standardised patient encounters, and student generated learning plans are other methods that can be included in the portfolio framework or stand alone. The main assessment tool for professionalism is the rating scale. Rating scales have been used to assess either behaviour in the workplace or response to case vignettes with critical incidents.