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The Integration Of The Elective Program “Doctor Roles”, Designed Within The Context Of Medical Professionalism, Into The Curri̇culum

Year 2015, Volume: 14 Issue: 43, 83 - 94, 10.12.2015

Abstract

Medical professionalism is a concept that defines the characteristics a person must possess in performing his/her profession and the process of professionalization. This concept is among the most significant physician competencies recognized in the world and in our country. Today, medical professionalism is accepted as a physician competency and it is even regarded as an umbrella term that includes other competencies such as ethics, leader, and trainer.
Recently there have been stronger evidence that professionalism is teachable and assessable and program designs and efforts towards curriculum integration have increased. For this purpose, it is first necessary to give an institutional definition, reach an agreement on the framework, determine learning models, imbed experiences into formal and informal curriculum, put forth the secret curriculum, test the learning outcomes and to form the assessment program.
This paper aims to describe how the elective program “Roles of Physician”, which was designed towards the second grade students at Ondokuz Mayıs University Medical School, was integrated to the curriculum through seven steps of Integrating Professionalism into Curriculum: AMEE Guide. No.61.
Medical professionalism is a concept that defines the characteristics a person must possess in performing his/her profession and the process of professionalization. This concept is among the most significant physician competencies recognized in the world and in our country. Today, medical professionalism is accepted as a physician competency and it is even regarded as an umbrella term that includes other competencies such as ethics, leader, and trainer.Recently there have been stronger evidence that professionalism is teachable and assessable and program designs and efforts towards curriculum integration have increased. For this purpose, it is first necessary to give an institutional definition, reach an agreement on the framework, determine learning models, imbed experiences into formal and informal curriculum, put forth the secret curriculum, test the learning outcomes and to form the assessment program.This paper aims to describe how the elective program “Roles of Physician”, which was designed towards the second grade students at Ondokuz Mayıs University Medical School, was integrated to the curriculum through seven steps of Integrating Professionalism into Curriculum: AMEE Guide. No.61.

References

  • Thistlethwaite, J, Spencer, J, Hilton S. (Eds.) Professionalism in Medicine. Abingdon, UK: Radcliffe Publishing, 2008.
  • Cirhinlioğlu, Z. Meslekler ve Sosyoloji. Ankara: Gündoğan Yayınları, 1996.
  • Cruess, SR, Cruess RL. Professionalism Must be Taught. British Medical Journal 1997; 315: 1674-1677.
  • Cruess SR, Cruess RL. What is to be Taught. In Cruess R.L, Cruess SR, Steinert Y. (Eds.), Teaching Medical Professionalism. New York: Cambridge University Press, 2009.
  • Van Mook WNKA, Grave WSP, Wass V, O’Sullivan H, Zwaveling JH, Schuwirth LW, Van der Vleuten CPM. Professionalism: Evolution of the Concept. The European Journal of Internal Medicine 2009; 20: 81-84.
  • Pellegrino ED. Professionalism, Profession and the Virtues of the Good Physician. Mount Sinai Journal of Medicine 2002; 69 (6): 378-383.
  • Arnold L. Assesing Professional Behavior: Yesterday, Today, and Tomorrow. Academic Medicine 2002; 77 (6): 502-505.
  • George D, Gonsenhauser I, Whitehouse P. Medical Professionalism. The Nature of Story and the Story of Nature. In Wear D, Aultman JM. (Eds.). Professionalism in Medicine. Critical Perspectives (pp:63-85). New York: Springer, 2006.
  • Castellani B, Hafferty WF. The Complexities of Medical Professionalism. In Wear D, Aultman JM. (Eds.), Professionalism in Medicine. Critical Perspectives. NewYork: Springer, 2006.
  • Stern, DT. (Ed.). Measuring Medical Professionalism. NewYork: Oxford University Press, 2006.
  • O’Sullivan H, Van Mook W, Fewtrell R, Wass V. Integrating Professionalism into Curriculum: AMEE Guide No. 61. Medical Teacher 2012; 34: 64-77.
  • Crues RL, Cruess SR. Teaching Professionalism: General Principles. Medical Teacher 2006; 28 (3): 205-208.
  • Van Mook WNKA, Van Luijk SJ, O’Sullivan H, Wass V, Zwaveling JH, Schuwirth LW, Van der Vleuten CPM. The Concepts of Professionalism and Professional Behaviour: Conflicts in Both Definition and Learning Outcomes. The European Journal of Internal Medicine 2009; 20: 85-89.
  • Mıdık Ö. Hekimlerin Tıbbi Profesyonalizmi Kavramsallaştırması ve Kavramsallaştırmayı Etkileyen Faktörlerin İncelemesi: Samsun İl Merkezi Örneğinde Fenomenolojik Bir Çalışma. Ege Üniversitesi Sağlık Bilimleri Enstitüsü, 2012.
  • Midik O, Batı AH, Tontuş O. What is medical professionalism? What do students think? IASSR 2014: 139-144.
  • Aultman JM. The Role of Ethics Within Professionalism Inquiry. Defining Identity and Distinguishing Boundary. In Wear D, Aultman JM (Eds.). Professionalism in Medicine. Critical Perspectives NewYork: Springer Publishing Companies, 2006.
  • Coulehan J. Today’s Professionalism: Engaging the Mind but Not the Heart. Academic Medicine 2005; 80: 892-898.
  • Stephenson, AE, Adshead LE, Higgs RH. The Teaching of Professional Attitudes within UK Medical Schools: Reported Difficulties and Good Practice. Medical Education 2006; 40: 1072-1080.
  • Deon M, Lear N, Turner M, Jones C. Perils of the Hidden Curriculum Revisited. Medical Teacher 2007; 29: 295-296.
  • Feudtner C, Christakis DA, Christakis NA. Do Clinical Clerks Suffer Ethical Erosion? Students’ Perceptions of Their Ethical Environment and Personal Development. Academic Medicine 1994; 69 (8): 670-679.
  • Baldwin DC, Daugherty SR, Rowley BD. Unethical and Unprofessional Conduct Observed by Residents During Their First Year of Training. Academic Medicine 1998; 73 (11): 1195-1200.
  • Hafferty FW. Beyond Curriculum Reform: Confronting Medicine’s Hidden Curriculum. Academic Medicine 1998; 73: 403-407.
  • Gordon J. Fostering Student’s Personal and Professional devolopment in Medicine: A New Framework for PPD. Medical Education 2003; 37(4): 341-349.
  • Suchman AL, Williamson PR, Litzelman DK, Frankel RM, Mossbarger MBA. Inui ST. Toward an Informal Curriculum that Teaches Professionalism. Transforming the Social Environment of a Medical School.The Journal of General Internal Medicine 2004; 19: 501-504.
  • Haidet P, Kelly P, Chou C. Characterising the Patient-Centeredness of Hidden Curricula in Medical Schools: Devolopment and Validation of a New Measure. Academic Medicine 2005; 80: 44-50.
  • Veloski JJ, Fields SK, Boex JR, Blank LL. Measuring Professionalism: A Review of Studies with Instruments Reported in the Literature Between 1982–2002. Academic Medicine 2005; 80 (4):366–370.
  • Rees CE, Knight LV. Banning, Detection, Attribution and Reaction: The Role of Assesors in Constructing Students’ Unprofessional Behaviours. Medical Education 2008; 42: 125-127.
  • Tıp

Tıbbi̇ Profesyonali̇zm Bağlamında Tasarlanan “Heki̇m Rolleri̇” Seçmeli̇ Programının Müfredata Entegrasyonu

Year 2015, Volume: 14 Issue: 43, 83 - 94, 10.12.2015

Abstract

Tıbbi profesyonalizm, mesleği icra edecek kişinin, mesleğini uygularken sahip olması gereken niteliklerini ve profesyonelleşme sürecini tanımlayan bir kavramdır. Bu kavram dünyada ve ülkemizde kabul görmüş en önemli hekim yetkinlikleri arasında yer almakta, hatta etik, lider, eğitici gibi diğer yetkinlikleri içinde barındıran şemsiye bir kavram olduğu görülmektedir.
Son yıllarda profesyonelliğin öğretilebilir ve değerlendirilebilir olduğuna yönelik kanıtlar güçlenmiş ve program tasarımları ve müfredat entegrasyon çalışmaları artmıştır. Bunun için öncelikle kurumsal bir tanımın yapılması, çerçeve üzerinde ortaklaşılması, öğrenme modellerinin belirlenmesi, formal ve informal müfredata deneyimlerin yerleştirilmesi, gizli müfredatın ortaya konması, öğrenme çıktılarının sınanması ve değerlendirme programının oluşturulması gerekmektedir. Bu yazı, Ondokuz Mayıs Üniversitesi Tıp Fakültesi ikinci sınıf öğrencilerine yönelik hazırlanan “Hekim Rolleri” seçmeli programının müfredata nasıl entegre edildiğini, Integrating Professionalism into Curriculum: AMEE Guide. No.61’in yedi aşaması üzerinden tanımlamayı amaçlamaktadır.
Tıbbi profesyonalizm, mesleği icra edecek kişinin, mesleğini uygularken sahip olması gereken niteliklerini ve profesyonelleşme sürecini tanımlayan bir kavramdır. Bu kavram dünyada ve ülkemizde kabul görmüş en önemli hekim yetkinlikleri arasında yer almakta, hatta etik, lider, eğitici gibi diğer yetkinlikleri içinde barındıran şemsiye bir kavram olduğu görülmektedir.Son yıllarda profesyonelliğin öğretilebilir ve değerlendirilebilir olduğuna yönelik kanıtlar güçlenmiş ve program tasarımları ve müfredat entegrasyon çalışmaları artmıştır. Bunun için öncelikle kurumsal bir tanımın yapılması, çerçeve üzerinde ortaklaşılması, öğrenme modellerinin belirlenmesi, formal ve informal müfredata deneyimlerin yerleştirilmesi, gizli müfredatın ortaya konması, öğrenme çıktılarının sınanması ve değerlendirme programının oluşturulması gerekmektedir.Bu yazı, Ondokuz Mayıs Üniversitesi Tıp Fakültesi ikinci sınıf öğrencilerine yönelik hazırlanan “Hekim Rolleri” seçmeli programının müfredata nasıl entegre edildiğini, Integrating Professionalism into Curriculum: AMEE Guide. No.61’in yedi aşaması üzerinden tanımlamayı amaçlamaktadır.

References

  • Thistlethwaite, J, Spencer, J, Hilton S. (Eds.) Professionalism in Medicine. Abingdon, UK: Radcliffe Publishing, 2008.
  • Cirhinlioğlu, Z. Meslekler ve Sosyoloji. Ankara: Gündoğan Yayınları, 1996.
  • Cruess, SR, Cruess RL. Professionalism Must be Taught. British Medical Journal 1997; 315: 1674-1677.
  • Cruess SR, Cruess RL. What is to be Taught. In Cruess R.L, Cruess SR, Steinert Y. (Eds.), Teaching Medical Professionalism. New York: Cambridge University Press, 2009.
  • Van Mook WNKA, Grave WSP, Wass V, O’Sullivan H, Zwaveling JH, Schuwirth LW, Van der Vleuten CPM. Professionalism: Evolution of the Concept. The European Journal of Internal Medicine 2009; 20: 81-84.
  • Pellegrino ED. Professionalism, Profession and the Virtues of the Good Physician. Mount Sinai Journal of Medicine 2002; 69 (6): 378-383.
  • Arnold L. Assesing Professional Behavior: Yesterday, Today, and Tomorrow. Academic Medicine 2002; 77 (6): 502-505.
  • George D, Gonsenhauser I, Whitehouse P. Medical Professionalism. The Nature of Story and the Story of Nature. In Wear D, Aultman JM. (Eds.). Professionalism in Medicine. Critical Perspectives (pp:63-85). New York: Springer, 2006.
  • Castellani B, Hafferty WF. The Complexities of Medical Professionalism. In Wear D, Aultman JM. (Eds.), Professionalism in Medicine. Critical Perspectives. NewYork: Springer, 2006.
  • Stern, DT. (Ed.). Measuring Medical Professionalism. NewYork: Oxford University Press, 2006.
  • O’Sullivan H, Van Mook W, Fewtrell R, Wass V. Integrating Professionalism into Curriculum: AMEE Guide No. 61. Medical Teacher 2012; 34: 64-77.
  • Crues RL, Cruess SR. Teaching Professionalism: General Principles. Medical Teacher 2006; 28 (3): 205-208.
  • Van Mook WNKA, Van Luijk SJ, O’Sullivan H, Wass V, Zwaveling JH, Schuwirth LW, Van der Vleuten CPM. The Concepts of Professionalism and Professional Behaviour: Conflicts in Both Definition and Learning Outcomes. The European Journal of Internal Medicine 2009; 20: 85-89.
  • Mıdık Ö. Hekimlerin Tıbbi Profesyonalizmi Kavramsallaştırması ve Kavramsallaştırmayı Etkileyen Faktörlerin İncelemesi: Samsun İl Merkezi Örneğinde Fenomenolojik Bir Çalışma. Ege Üniversitesi Sağlık Bilimleri Enstitüsü, 2012.
  • Midik O, Batı AH, Tontuş O. What is medical professionalism? What do students think? IASSR 2014: 139-144.
  • Aultman JM. The Role of Ethics Within Professionalism Inquiry. Defining Identity and Distinguishing Boundary. In Wear D, Aultman JM (Eds.). Professionalism in Medicine. Critical Perspectives NewYork: Springer Publishing Companies, 2006.
  • Coulehan J. Today’s Professionalism: Engaging the Mind but Not the Heart. Academic Medicine 2005; 80: 892-898.
  • Stephenson, AE, Adshead LE, Higgs RH. The Teaching of Professional Attitudes within UK Medical Schools: Reported Difficulties and Good Practice. Medical Education 2006; 40: 1072-1080.
  • Deon M, Lear N, Turner M, Jones C. Perils of the Hidden Curriculum Revisited. Medical Teacher 2007; 29: 295-296.
  • Feudtner C, Christakis DA, Christakis NA. Do Clinical Clerks Suffer Ethical Erosion? Students’ Perceptions of Their Ethical Environment and Personal Development. Academic Medicine 1994; 69 (8): 670-679.
  • Baldwin DC, Daugherty SR, Rowley BD. Unethical and Unprofessional Conduct Observed by Residents During Their First Year of Training. Academic Medicine 1998; 73 (11): 1195-1200.
  • Hafferty FW. Beyond Curriculum Reform: Confronting Medicine’s Hidden Curriculum. Academic Medicine 1998; 73: 403-407.
  • Gordon J. Fostering Student’s Personal and Professional devolopment in Medicine: A New Framework for PPD. Medical Education 2003; 37(4): 341-349.
  • Suchman AL, Williamson PR, Litzelman DK, Frankel RM, Mossbarger MBA. Inui ST. Toward an Informal Curriculum that Teaches Professionalism. Transforming the Social Environment of a Medical School.The Journal of General Internal Medicine 2004; 19: 501-504.
  • Haidet P, Kelly P, Chou C. Characterising the Patient-Centeredness of Hidden Curricula in Medical Schools: Devolopment and Validation of a New Measure. Academic Medicine 2005; 80: 44-50.
  • Veloski JJ, Fields SK, Boex JR, Blank LL. Measuring Professionalism: A Review of Studies with Instruments Reported in the Literature Between 1982–2002. Academic Medicine 2005; 80 (4):366–370.
  • Rees CE, Knight LV. Banning, Detection, Attribution and Reaction: The Role of Assesors in Constructing Students’ Unprofessional Behaviours. Medical Education 2008; 42: 125-127.
  • Tıp
There are 28 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Program Introduction
Authors

Özlem Mıdık This is me

Taner Özbenli

Yıldız Pekşen This is me

Publication Date December 10, 2015
Submission Date December 22, 2015
Published in Issue Year 2015 Volume: 14 Issue: 43

Cite

Vancouver Mıdık Ö, Özbenli T, Pekşen Y. Tıbbi̇ Profesyonali̇zm Bağlamında Tasarlanan “Heki̇m Rolleri̇” Seçmeli̇ Programının Müfredata Entegrasyonu. TED. 2015;14(43):83-94.