Core Professionalism Education in Surgery: A Systematic Review

Year 2018, Volume: 35 Issue: 2, 167 - 173, 01.03.2018

Akile Sarıoğlu Büke Özlem Sürel Karabilgin Öztürkçü Yusuf Yılmaz İskender Sayek

Abstract

Background: Professionalism education is one of the major elements of surgical residency education.Aims: To evaluate the studies on core professionalism education programs in surgical professionalism education.Study Design: Systematic review.Methods: This systematic literature review was performed to analyze core professionalism programs for surgical residency education published in English with at least three of the following features: program developmental model/instructional design method, aims and competencies, methods of teaching, methods of assessment, and program evaluation model or method. A total of 27083 articles were retrieved using EBSCOHOST, PubMed, Science Direct, Web of Science, and manual search.Results: Eight articles met the selection criteria. The instructional design method was presented in only one article, which described the Analysis, Design, Development, Implementation, and Evaluation model. Six articles were based on the Accreditation Council for Graduate Medical Education criterion, although there was significant variability in content. The most common teaching method was role modeling with scenario- and case-based learning. A wide range of assessment methods for evaluating professionalism education were reported. The Kirkpatrick model was reported in one article as a method for program evaluation.Conclusion: It is suggested that for a core surgical professionalism education program, developmental/instructional design model, aims and competencies, content, teaching methods, assessment methods, and program evaluation methods/models should be well defined, and the content should be comparable.

Keywords

Education, residency, medical, surgical professionalism, systematic review

References

• 1. Cruess SR, Cruess RL, Steinert Y. Linking the teaching of professionalism to the social contract: a call for cultural humility. Med Teach 2010;32:357-9.
• 2. Cohen JJ. Professionalism in medical education, an American perspective: from evidence to accountability. Med Educ 2006;40:607-17.
• 3. Cogbill TH, Malangoni MA, Potts JR, Valentine RJ. The General Surgery Milestones Project. J Am Coll Surg 2014;218:1056-62.
• 4. Cooney CM, Redett RJ, Dorafshar AH, Zarrabi B, Lifchez SD. Integrating the NAS Milestones and handheld technology to improve residency training and assessment. J Surg Educ 2014;71:39-42.
• 5. Lee AG, Arnold AC. The ACGME Milestone Project in Ophthalmology. Surv Ophthalmol 2013;58:359-69.
• 6. White CP, Lecours C, Bortoluzzi P, Caouette-Laberge L, Ying Y. International plastic surgery missions: a framework for resident education using the CanMEDS competencies. Ann Plast Surg 2013;71:324-7.
• 7. Cote L, Laughrea PA. Preceptors’ understanding and use of role modeling to develop the CanMEDS competencies in residents. Acad Med 2014;89:934-9.
• 8. Bradburn M, Staley H. Professionalism. Dev Leadersh Surg Train 2012;30:499-502.
• 9. Hochberg MS, Kalet A, Zabar S, Kachur E, Gillespie C, Berman RS. Can professionalism be taught? Encouraging evidence. Am J Surg 2010;199:86-93.
• 10. Bearman M, O'Brien R, Anthony A, Civil I, Flanagan B, Jolly B, et al. Learning Surgical Communication, Leadership and Teamwork Through Simulation. J Surg Educ 2012;69:201-7.
• 11. Schulz K, Puscas L, Tucci D, Woodard C, Witsell D, Esclamado RM, et al. Surgical Training and Education in Promoting Professionalism: a comparative assessment of virtue-based leadership development in otolaryngology-head and neck surgery residents. Med Educ Online 2013;18:22440.
• 12. Doukas DJ, Kirch DG, Brigham TP, Barzansky BM, Wear S, Carrese JA, Fins JJ, et al. Transforming Educational Accountability in Medical Ethics and Humanities Education Toward Professionalism. Acad Med 2015;90:738-43.
• 13. Birden H, Glass N, Wilson I, Harrison M, Usherwood T, Nass D. Defining professionalism in medical education: a systematic review. Med Teach 2014;36:47-61.
• 14. Al-Eraky MM. Twelve Tips for teaching medical professionalism at all levels of medical education. Med Teach 2015;37:1018-25.
• 15. Deptula P, Chun MB. A literature review of professionalism in surgical education: suggested components for development of a curriculum. J Surg Educ 2013;70:408- 22.
• 16. Elcin M, Odabasi O, Gokler B, Sayek I, Akova M, Kiper N. Developing and evaluating professionalism. Med Teach 2006;28:36-9.
• 17. Cruess RL, Cruess SR, Yvonne S. Teaching Medical Professionalism. Cambridge University Press: Cambridge, UK; 2009.
• 18. Hodges BD, Ginsburg S, Cruess R, Cruess S, Delport R, Hafferty F, et al. Assessment of professionalism: recommendations from the Ottawa 2010 Conference. Med Teach 2011;33:354-63.
• 19. Parker M, Luke H, Zhang J, Wilkinson D, Peterson R, Ozolins I. The “pyramid of professionalism”: seven years of experience with an integrated program of teaching, developing, and assessing professionalism among medical students. Acad Med 2008;83:733-41.
• 20. Haig A, Dozier M. BEME guide no. 3: systematic searching for evidence in medical education part 2: constructing searches. Med Teach 2003;25:463-84.
• 21. Antonoff MB, D’Cunha J. PGY-1 Surgery Preparatory Course Design: Identification of Key Curricular Components. J Surg Educ 2011;68:478-84.
• 22. Davis D, Lee G. The use of standardized patients in the plastic surgery residency curriculum: teaching core competencies with objective structured clinical examinations. Plast Reconstr Surg 2011;128:291-8.
• 23. Fontes RB, Selden NR, Byrne RW. Fostering and assessing professionalism and communication skills in neurosurgical education. J Surg Educ 2014;71:83-9.
• 24. Gold JP, Begg WB, Fullerton DA, Mathisen DJ, Orringer MB, Verrier ED. Evaluation of Web-Based Learning Tools: Lessons Learned from the Thoracic Surgery Directors Association Curriculum Project Three-Year Experience. Ann Thorac Surg 2005;80:802-9.