Training and learning professionalism in the medical school curriculum - Current considerations

Sep 11, 2026

Uploaded by Margaret

Medical education research examines how professionalism and professional behaviour should be taught and assessed within medical school and residency training. The article reviews challenges to professionalism, including self-interest, peer pressure, and commercialism, and explains why disciplinary measures alone and honour codes are insufficient. Literature-based recommendations emphasize building an education community, implementing a structured curriculum on professionalism, strengthening role modelling and mentoring, and assessing professional conduct within the clinical learning continuum.

LanguageEnglish

CategoryPresentations

FormatPDF

Pages5

Reading Time2 min

AccessFree to download

Introduction

Why teach and assess professional behaviour: who is to benefit?

European Journal of Internal Medicine 20 (2009) e96–e100 Contents lists available at ScienceDirect European Journal of Internal Medicine journal homepage: [www. elsevier. com/locate/ejim](www. elsevier. com/locate/ejim) Education in Internal Medicine Training and learning professionalism in the medical school curriculum: Current considerations Walther N.K.A. van Mook a,⁎, Willem S. de Grave b, Scheltus J. van Luijk c, Helen O'Sullivan d, Valerie Wass e, Lambert W. Schuwirth f, Cees P.M. van der Vleuten f a Department of Intensive Care and Internal Medicine, Maastricht University Medical Centre, Maastricht, The Netherlands; chair of the Committee on Professional Behaviour, Department of Medical Education Research and Development, Maastricht University, Faculty of Health, Medicine, and Life Sciences, Maastricht, The Netherlands b Department of Educational Development and Research, Maastricht University, Faculty of Health, Medicine and Life Sciences, Maastricht, The Netherlands c Free University of Amsterdam, Institute for Education and Training, VU Medical Centre, Amsterdam, The Netherlands d School of Medical Education, University of Liverpool, Liverpool, United Kingdome Manchester Medical School, University of Manchester, Manchester, United Kingdom f Department of Educational Development and Research. Maastricht University, Faculty of Health, Medicine and Life Sciences, Maastricht, The Netherlands a r t i c l e i n f o a b s t r a c t | Article history:
Received 12 September 2008
Received in revised form 19 November 2008 Accepted 18 December 2008
Available online 24 January 2009 | | --- | | Keywords:
Problem based learning
Professional behaviour
Professionalism
Tutorial group
Assessment
Professional dilemma's
Training formats
Professional development continuum Medical school | Recommendations in the literature concerning measures to address the challenges to professionalism have converged on the establishment of an education community, on a structured curriculum dealing with professionalism, on developing programs for role modelling and mentoring, and on attention to the assessment of professional conduct. The interventions in the ﬁeld of medical education appear central among these efforts, since it is during medical school that the template for professional conduct in medicine is primarily learned. This article attempts to provide a more in-depth discussion of the goals, purposes and current factors inﬂuencing teaching and learning professional behaviour in the medical school curriculum and the residency programs. © 2008 European Federation of Internal Medicine. Published by Elsevier B.V. All rights reserved. 1. Introduction Maintenance of a doctor's professional status depends on the public's belief and trust that professionals are trustworthy. Such status is not an inherent right, but must be seen as something granted by society. The doctor's professionalism can be threatened by selfinterest, peer pressure and commercialism. These can often lead to aconﬂict between altruism and self- interest [1], potentially leading to for example abuse of power, lack of conscientiousness, failure of self regulation, and inability to adequately address issues important to society [2]. It is now recognized that unprofessional behaviour is something that cannot be managed through disciplinary action and honour codes alone [3]. Instead, pro-active educational programs promoting professionalism are viewed as equally important [4,5]. Nowadays, professionalism and professional behaviour have become ⁎ Corresponding author. Department of Intensive Care and Internal Medicine, Maastricht University Medical Centre, P. Debeyelaan 25, 6202 AZ Maastricht, The Netherlands, Tel.: +31 43 3876385; fax: +31 43 3874330. E-mail [address:](address: w.van.mook@mumc.nl)[ w.van.mook@mumc.nl](address: w.van.mook@mumc.nl) (W.N.K.A. van Mook). core business for the medical educationalist over the

FAQs

Why can unprofessional behaviour not be handled through disciplinary action and honour codes alone?

The article argues that unprofessional behaviour cannot be managed effectively using disciplinary action and honour codes by themselves. Proactive educational programs that promote professionalism are considered equally important.

Which challenges to professionalism are highlighted?

Professionalism can be threatened by self-interest, peer pressure, and commercialism. These forces may create conflict between altruism and self-interest, leading to issues such as abuse of power and lack of self-regulation.

What approaches does the article recommend to address professionalism challenges?

Recommendations converge on establishing an education community, using a structured curriculum focused on professionalism, developing programs for role modelling and mentoring, and paying attention to assessment of professional conduct.

Sep 11, 2026

Uploaded by Margaret