Gotowe bibliografie tematyczne / Medical professionalism

Gotowa bibliografia na temat „Medical professionalism”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 10 marca 2023

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Artykuły w czasopismach na temat "Medical professionalism"

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Diaz, Joseph A., i Michael J. Stamp. "Primer on Medical Professionalism". Journal of the American Podiatric Medical Association 94, nr 2 (1.03.2004): 206–9. http://dx.doi.org/10.7547/87507315-94-2-206.

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Medicine as a profession depends on a unique social contract between the public and health-care professionals. We define professionalism in medicine, provide examples of challenges in professionalism relevant to podiatric medicine, and offer resources on ethics and professionalism in medicine. “Medical professionalism” is the set of attitudes, values, and conduct exhibited by medical providers resulting from placing patients’ and society’s interests above their own. The primacy of patient welfare has been at the core of a set of values held by medical professionals since the drafting of the Hippocratic Oath, and it remains at the center of medical professionalism today. (J Am Podiatr Med Assoc 94(2): 206-209, 2004)
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Baral, Gehanath. "Medical professionalism". Nepal Journal of Obstetrics and Gynaecology 14, nr 1 (9.12.2019): 4–5. http://dx.doi.org/10.3126/njog.v14i1.26620.

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Medical profession is a social contract between doctor and society in medical practice. It follows the business principle with human touch for a dignified medical profession. Proficiency, competency, evidences and set standards in education, training and practice are the key features of medical profession. Keywords: business principle, doctor, medical profession, regulation, society
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Anthony-Pillai, Rosemarie. "Medical professionalism". Medicine 44, nr 10 (październik 2016): 586–88. http://dx.doi.org/10.1016/j.mpmed.2016.07.001.

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Horton, Richard. "Medical professionalism". Lancet 364, nr 9446 (listopad 2004): 1647. http://dx.doi.org/10.1016/s0140-6736(04)17369-8.

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Anthony-Pillai, Rosemarie, i Sanjiv Ahluwalia. "Medical professionalism". Clinics in Integrated Care 2 (wrzesień 2020): 100014. http://dx.doi.org/10.1016/j.intcar.2020.100014.

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Cantrell, Robert W. "Medical Professionalism". Archives of Otolaryngology–Head & Neck Surgery 134, nr 3 (1.03.2008): 237. http://dx.doi.org/10.1001/archoto.2007.40.

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DeAngelis, Catherine D. "Medical Professionalism". JAMA 313, nr 18 (12.05.2015): 1837. http://dx.doi.org/10.1001/jama.2015.3597.

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Shrivastava, SaurabhRamBihariLal, i PrateekSaurabh Shrivastava. "Medical professionals: Need and role of professionalism". Indian Journal of Health Sciences and Biomedical Research (KLEU) 13, nr 2 (2020): 167. http://dx.doi.org/10.4103/kleuhsj.kleuhsj_283_19.

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Bhugra, Dinesh, i Susham Gupta. "Medical professionalism in psychiatry". Advances in Psychiatric Treatment 16, nr 1 (styczeń 2010): 10–13. http://dx.doi.org/10.1192/apt.bp.108.005892.

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SummaryThe principles of primacy of patient welfare, patient autonomy and social justice are fundamental to medical and psychiatric professionalism. Medical professionalism is also about encouraging and celebrating good practice. As a set of values and behaviours on the one hand, and relationships with patients, carers and other stakeholders on the other, the implicit contract between psychiatry and society needs to be renegotiated regularly. Serious threats to medical professionalism in the past 30 years have led to the demoralisation of professionals. Learned helplessness and a perceived loss of autonomy have been recognised as important factors in the ‘loss’ of professionalism. Psychiatry as a profession needs to identify its core attributes, skills and competencies. Professionalism should allow individuals to set and maintain their own standards of care.
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Joy EwennTan, Aedin Collins, Rosalinde Tilley i Manasvi Upadhyaya. "Medical professionalism among medical students: A multifaceted evaluation". International Journal of Science and Research Archive 2, nr 2 (30.06.2021): 237–44. http://dx.doi.org/10.30574/ijsra.2021.2.2.0082.

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Background: Professionalism is one of the five key attributes that the General Medical Council has focused on the guideline of Good Medical Practice. The primary aim of this study is to evaluate how the attributes of professionalism among medical students are perceived by themselves (SG) and patients, parents, carers, junior doctors, nurses, consultants and other allied health professionals (NSG). The secondary aim of this study is to evaluate methods of assessment for professionalism. Methods: This study was carried out for a period of 8 weeks. This was a multifaceted evaluation gathering opinions from SG and NSG. All participants filled-in a questionnaire, using a 5-point Likert score scale satisfaction. Results: In total, we had 185 participants: 88 (SG), and 97 (NSG). The mean score of medical professionalism rated by SG was 3.87 and NSG was 3.95. The top two attributes that scored the highest scores by SG were respectfulness and confidentiality. NSG were confidentiality and appearance. The two attributes that had the lowest score in both groups were attendance and punctuality. One-to-one feedback was the most favorable choice of assessment method among both groups. Conclusion: The level of professionalism among medical students in this study was observed to be positive. There was no significant difference between both groups. Professionalism is a crucial requirement for all medical doctors. It is all educator’s responsibility from all educators to instill medical professionalism from the moment medical school begins.
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Rozprawy doktorskie na temat "Medical professionalism"

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Arnold, Joanna Colleen. "Medical Professionalism as Developmental Transformation". Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/203032.

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In the past decade, designing educational environments to support medical professionalism and the development of a professional identity have become prominent issues among medical educators. This dissertation argues that medical professionalism and the construction of a professional identity is a development process. In order for students to acquire this professional identity, educators must understand the tasks associated with this development, the interaction of multiple developmental domains and the role of educational learning environments in shaping the development of professionalism.This case study describes the journey of thirty two medical students as they moved through one year of their medical education. Data for this study were collected over a one year period. Each participant engaged in two interviews that occurred over one year of his/her medical education. Collectively, the experiences documented in these interviews represent all four years of medical education.The interviews were based on the self-authorship interview (Baxter Magolda&King, 2007). Observations and engagement with students in a variety of settings were used to refine and expand insights gained from interviews and to more fully understand participants' actions and intentions in a variety of contexts. The data from interviews and observations were analyzed using the constant comparative method (Glaser&Straus, 1967).Three phases in the journey toward medical professionalism and the construction of a professional identity emerged from the participants' descriptions of their experiences. During this journey, the domains of knowledge, self and others played an important role in students' development. As students moved through the phases of their journey, each of these domains underwent qualitative changes that contributed to the development of medical professionalism and the construction of a professional identity. Throughout this journey, institutional, extra-curricular and personal contexts exposed students to a variety of forces that served to propel students forward in their development.Implications of this study suggest the investigation and documentation of the developmental nature of medical professionalism is an area worthy of continued study. In addition, a careful examination of the learning environment of the first two years is necessary in order to better support and guide students' on this educational journey.
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Lolley, Sarah. "Medical professionalism and the fictional TV medical drama House MD". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112537.

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This thesis is an exploration and analysis of what audiences may be learning about medical professionalism from the fictional television (TV) medical drama House MD. Fictional TV medical dramas are an important form of medical narrative in that they are usually created by writers with no medical training. As such, they carry a higher risk of portraying the practice of medicine inaccurately. A review of the scholarly literature reveals that there is a precedent for fictional TV medical dramas to affect viewers' perception of the practice of medicine and health behaviours, and viewers' understanding of medical ethics issues. It also reveals strong empirical evidence that TV medical dramas can affect audience's perceptions of physicians' character. A thorough review of the first two seasons of House MD reveals 20 lessons on professionalism (i.e. lessons on interactions with colleagues and patients, medical ethics, and professional competence) that the title character, Gregory House, is imparting to viewers. All 20 lessons are in direct conflict with established charters on professionalism. Arguments are made for the programme's potential to negatively affect patient access to care, physician-patient relations, interactions between healthcare professionals, and applications to medical school.
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O'Sullivan, Anthony John Public Health &amp Community Medicine Faculty of Medicine UNSW. "Assessment of professionalism in undergraduate medical students". Awarded by:University of New South Wales. Public Health & Community Medicine, 2007. http://handle.unsw.edu.au/1959.4/40754.

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This thesis investigates professionalism in undergraduate medical students. Professionalism is comprised of values and behaviours that underpin the contract between the public and the medical profession. Medical errors are reported to result in significant morbidity and are in-part related to underdeveloped professionalism. The aim was to determine whether aspects of professionalism were underdeveloped in medical students. A questionnaire with 24 clinical and medical student vignettes was taken by Year 2, 4, and 6 medical students from UNSW Medicine 3801 and their responses where compared to responses from practicing Clinical Academics. Second, fourth and sixth Year medical students' responses differed from Academics in two aspects of professionalism, firstly, high ethical and moral standards and secondly, humanistic values such as integrity and honesty. A second component of this thesis was to determine whether student's responses to professionalism changed as they progressed through the medical program. Year 2 and 4 students had very similar responses except for the aspect responsibility and accountability. Similarly, the Year 2 and 6 students differed in only two of eight aspects of professionalism, that is, high ethical and moral standards and humanistic values and responsibility and accountability. These findings suggest that students' approaches to some aspects of professionalism do change slightly as they progress through a medical course, however there does not appear to be a clear decline or development of professionalism as a whole. Responses from the Year 2, Medicine 3801 and Medicine 3802 (new medical program) medical students were compared and no statistically different responses. This finding would indicate that professional behaviour was very similar between these two groups of students. Certain aspects of professionalism seem to be underdeveloped in medical students compared with Academics. These aspects of professionalism may need to be targeted for teaching and assessment in order that students develop as professionally responsible practitioners. In turn, students with well-developed professionalism may be less involved in medical error, and if involved they may have the personal values which can help them deal with error more honestly and effective.
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Finn, Gabrielle Maria. "Anatomy and professionalism in an undergraduate medical curriculum". Thesis, Durham University, 2010. http://etheses.dur.ac.uk/539/.

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Name: Gabrielle Maria Finn Title of thesis: Anatomy and professionalism in an undergraduate medical curriculum Higher degree for which submitted: Doctor of Philosophy (PhD) Year of submission: 2010 This thesis describes two themes within the undergraduate medical curriculum; innovations in anatomy teaching, and the assessment of professionalism. Methodologies from both the quantitative and qualitative paradigms were utilised. The main findings were: 1) The Virtual Human Dissector™ (VHD) was shown to be equally as effective as cadaveric prosections as a tool for learning cross-sectional anatomy. 2) Body painting was demonstrated as being a highly motivating and engaging exercise for students. Students reported that the bold colours and kinaesthetic nature of body painting promotes retention of knowledge and informed their approach to future patients when painting was coupled with simultaneous peer-physical examination (PPE). 3) Contextual learning and simulation were shown to directly impact upon retention of knowledge through the use of clothing in anatomy education. This highlighted how when implementing simulation small and seemingly trivial details, such as clothing, are important. 4) The Conscientiousness Index (CI) has been demonstrated as an objective and scalar measure of one element of professionalism, conscientiousness. The CI identified students at the positive and negative end of the behavioural spectrum, and this correlated with peer and staff judgements on the professionalism exhibited by students at these extremes of behaviour. 5) Students were able to accurately assess the conscientiousness of their peers, however were unable to self-assess conscientiousness. The reliability of such peer assessments was improved when peers assessed only those in their tutor groups, with whom they had the majority of academic contact, compared to when assessing the entire cohort. This demonstrated the importance of assessor familiarity in assessments. 6) Critical incident reporting, of extremes in professionalism, was shown to promote reflection in students. Critical incident reports, as with the Conscientiousness Index, offers faculty a tool by which outlying students can be identified. 7) Students were unclear about the constituent elements of professionalism and the contexts in which professionalism was relevant. Three contexts were identified; the clinical, the academic (University), and the virtual (online) context. The impact of professionalism assessments and the scrutiny on students has led students to struggle with identity negotiation. This was with respect to their personal and professional identities and the expectations of different stake holders, such as faculty, the media and prospective patients.
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Moneypenny, Michael. "Evaluating professionalism, teamwork and leadership in medical undergraduates". Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2013920/.

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The complexity of healthcare is increasing due to new discoveries in the treatment of disease, the multiple pathologies of an ageing population and changes in working patterns and job roles. In addition, an increase in professional, regulatory and public scrutiny has led to revelations of poor care leading to preventable disability and death. Inquiries into sub-standard care have uncovered a number of professional lapses, in particular failures in teamwork and leadership. Medical undergraduates are future doctors. Their ability to work effectively within teams and to lead when necessary will therefore have a significant impact on the health of the population. In order to improve leadership and teamwork abilities we must be able to assess them. A literature review searching for a tool to assess teamwork and leadership in the medical undergraduate was carried out. As a consequence of an unsuccessful search, a tool was developed and evaluated, using data from existing tools and from a series of focus groups with medical undergraduates. The focus groups and an examination of the reasoning of assessment participants also informed a study on the justifications for failing to challenge poor performance by a more senior member of staff. The tool data showed adequate validity and reliability for formative assessments in a simulated environment. The focus groups and examination of reasoning highlighted the continued existence of the medical hierarchy, with steep authority gradients. This tool can be used in formative assessments, but further research is required before it is used outside the simulated environment and consideration must be given to psychometrics, feasibility and cost. The teaching and assessment of teamwork and leadership, should be given more time in the undergraduate curriculum and medical schools, regulatory bodies, deaneries and trusts should collaborate on minimising the unprofessional behaviours of senior healthcare personnel.
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Ball, Kerry Louise. "Exploring professionalism in medical educators : from model to tool". Thesis, University of Winchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503839.

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The aim of this research was to explore professionalism in medical educators, mostly from a primary care background, in a mixed method research design. Previous research on profesSionalism has focused on medical students and doctors. However medical educators are responsible for teaching professionalism to medical students. Professionalism is a complex and developed state, which must be explored in context to a specifiC role. This study was an exploratory sequential mixed method research design, with two distinct phases. The first was a qualitative phase involving exploration into the concept of professionalism within the doctors' role of a medical educator. This exploration inCluded a literature review and open-ended survey on professionalism, which led to the development of a model of professionalism for medical educators. The second phase involved the design and piloting of a tool, the Professional Reflective Enrichment Tool (PRET), that could be used to enhance professionalism in medical educators, using the model developed in phase one to structure the tool's development. The model of professionalism offered a unique insight into the medical educator's role. In this research, a resource to encourage reflection was used to enhance aspects of professionalism. Reflection was encouraged by developing a series of scenarios, based on the model, designed to pose professional dilemmas. Formative feedback was provided based on this reflection. The PRET was piloted using both assessors and users. A high multi-rater reliability was found. The pilot testing used 53 medical educators, 75% of whom were from primary care. A three-stage model of reflective thinking was developed using existing, tested models of reflection to structure formative feedback to the PRET. Qualitative data comments indicated that the PRET did promote a state of reflection and that the formative feedback was useful. This research offers a unique resource to encourage reflective thought and professional development in medical educators. By providing a structure to this thought the educator is able to apply the resource to their own practice, in personal reflection and implicit or explicit teaching methods.
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Wimmer, Peggy Lynn. "Professionalism Among Medical Practitioners: A Case Study of Rural Physicians". Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31321.

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In America, certain attributes and behaviors become more publicly acceptable and more prominent in personalities as an individual matures in their chosen career path. The elite position in society of medical practitioners has been threatened during the 20th Century by new and increasing market pressures. The main hypotheses addressed in this project is the determination of the directional change of the attitudes that represent professionalism as a physician gains experience in the current medical environment and whether these attitudes change as a result of rural setting or specialization in medical practice. This project will also try to determine the reliability of a Likert scale survey instrument, designed and refined through principals of organization behavior theory in the late 1960s by Richard H. Hall. Using this tool, professional attitudes were measured in an original sample of randomly selected physicians drawn from the membership of a rural medical organization and differences were examined using bivariate analyses. The additional influences of medical tenure, organizational size and discipline specialization were also analyzed using bivariate analysis to determine if life experience (tenure, location and specialty choice) positively affects core attitudes of professionalism in medical practice. Results reflect the changing market environment and population demographic changes in rural medical practice, while also demonstrating a significant difference between physicians practicing solo without the support of a group structure.
Master of Science
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au, c. farag@optusnet com, i Christine Victoria Farag. "The anatomy of two medical archetypes : a socio-historical study of Australian doctors and their rival medical systems". Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080625.134351.

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In this thesis it is argued that the migration of ideas and personnel from Britain to colonial Australia resulted in the reproduction of two distinctive medical archetypes, namely, the soldier/saviour and the generalist (family) physician and surgeon. These have been both conceptualised as” ideal type” carriers or expediters of two rival forms of medical professionalism. They each emerged in the ‘modern’ era as institutional products of distinctive educational processes and work practices available for doctors in 19th and 20th century Britain and Australia. While Freidson (1988) asserts one of the problems of dealing with studies of professionalism is that researchers have failed to clearly define work patterns, he could be seen as being close to Foucault (1973) whose emphasis was on the different social spaces in which practitioners worked. I show firstly that the career of the ‘imperial’ army medical officer was revived in the 19th century so that in colonial contexts they could alternate between military and civilian servicing, especially as administrators and managers in public office. The soldier/saviour was also associated with the 19th century revival of Masonic and quasi-Masonic military and religious orders, consecrated by royal sovereigns and exported to Australia. In contrast, the Scottish pedagogues and other generalist doctors coming to Australia from Britain were influenced by Edinburgh University’s Medical Faculty’s humanist traditions and design of the “modern” medical curriculum producing the generalist physician and surgeon who met community needs. Within wider imperial social relations, these generalist doctors were looked upon as ‘dissenting’ or counter-hegemonic. The aim of this thesis is to examine these archetypes in terms of their characteristics of rationalisation to analyse and understand their professional differences historically as well as in the contemporary period. The significance is that one does not often come across studies which specifically look at doctors within the same society in such terms. Furthermore, by locating them within wider hegemonic and counter-hegemonic social relations, links between ideas about medical professionalism and issues of human rights become evident. This follows the World Health Organization’s directives to treat health or medical issues and human rights as a cross-cutting research activity. To my knowledge, no study has been undertaken in Australia of the background and impact of these different traditions.
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Spooner, Sharon. "Reflections on contemporary medical professionalism : an exploration of medical practice as refracted in doctors' narratives". Thesis, University of Liverpool, 2013. http://livrepository.liverpool.ac.uk/18175/.

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Background During a period of continuing changes in society and increasing availability of medical information, publication of patients’ views on experiences of health and illness have gained greater prominence. By contrast, studies of medical perspectives have tended to concentrate on reported discontent and implications for workforce planning while leaving broader insights and concerns under-investigated. Since the applied skills of highly trained and publicly funded clinicians are vital for safe and effective delivery of the nation’s health care, it seemed important to explore new ways to consider components of medical professionalism and to set these in current NHS contexts. Rationale and fieldwork Focussing attention on the individual perspectives of NHS doctors in order to hear and understand their experiences of work was central to development of this thesis. An interpretive epistemological approach to biographical narratives as told by a group of 12 doctors drawing on 25 years of NHS experience included use of Situational Analysis Mapping to support detailed analysis of their richly informative, first-hand accounts. As knowledgeable and reflective informants with stories from diverse clinical specialties and differing personal viewpoints, their narratives produced a range of views and observations shaped by their lived experiences as clinicians. Poetic representation of sociologically-informative narrative extracts provided an effective vehicle for engaging mixed audiences and has evoked emotionally resonant reactions from doctors. Findings Strong connections between individuals’ core principles and enacted responses were evident; doctors identified preferred working practices which they believed supportive of delivery of high quality health care. Key aspects of professionalism, including professional autonomy, self-regulation and application of clinical knowledge, were challenged by progressive introduction of new working processes and regulatory mechanisms. Increased recording of clinical and administrative data for performance monitoring and achievement of targets produced reactive strategies in individuals and teams while challenging their sense of professional position or developed medical identity. Poorly performing colleagues and difficult team interactions caused much disruption while blurred ethical boundaries exposed contestable decision-making and demonstrated the limited effectiveness of external regulatory monitoring. Conclusions This research indicates that contemporary NHS doctors may experience conflict between what is expected in managed medical practice and their interpretation of best professional performance. Better understanding of these fundamental relationships could constructively contribute to reconsideration of contemporary medical professionalism and assist with progressive workforce preparation for an effective future NHS.
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鄧軒寧 i Hin-ning Alexander Tang. "Students' perception of medical professionalism at the University of Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40721991.

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Książki na temat "Medical professionalism"

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Cruess, Richard L., Sylvia R. Cruess i Yvonne Steinert, red. Teaching Medical Professionalism. Cambridge: Cambridge University Press, 2001. http://dx.doi.org/10.1017/cbo9780511547348.

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Cruess, Richard L., Sylvia R. Cruess i Yvonne Steinert, red. Teaching Medical Professionalism. Cambridge: Cambridge University Press, 2016. http://dx.doi.org/10.1017/cbo9781316178485.

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L, Cruess Richard, Cruess Sylvia R. 1930- i Steinert Yvonne 1950-, red. Teaching medical professionalism. Cambridge: Cambridge University Press, 2008.

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Thomas, Stern David, red. Measuring medical professionalism. New York: Oxford University Press, 2005.

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PROFESSIONALISM IN MEDICAL STUDENTS. [S.l.]: LAP LAMBERT ACADEMIC PUBL, 2011.

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Marshall, Jacquelyn. Professionalism. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins, 2009.

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Radiography: Technology, environment, professionalism. Philadelphia: Lippincott, 1999.

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Association, Canadian Medical, red. Professionalism in medicine. Ottawa: Canadian Medical Association, 2001.

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McCullough, Laurence B. Thomas Percival’s Medical Ethics and the Invention of Medical Professionalism. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86036-3.

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Alubo, Sylvester Ogoh. Medical professionalism and state power in Nigeria. Jos, Nigeria: Centre for Development Studies, 1995.

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Części książek na temat "Medical professionalism"

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Silverman, Barry, i Saul Adler. "Medical Professionalism". W Manners, Morals, and Medical Care, 15–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60344-1_2.

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Akabayashi, Akira. "Modern Medical Professionalism". W Bioethics Across the Globe, 89–97. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3572-7_9.

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Roberts, Laura Weiss, i Mark Siegler. "Education and Professionalism". W Clinical Medical Ethics, 219–305. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53875-4_9.

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Eldo, Frezza. "Public Health and Professionalism". W Medical Ethics, 25–32. Boca Raton : Taylor & Francis, 2019.: Productivity Press, 2018. http://dx.doi.org/10.4324/9780429506949-4.

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Deakin, Nicholas A., Jacob Sperber, Antonio Ventriglio i Dinesh Bhugra. "Professionalism and Ethics". W International Medical Graduate Physicians, 131–40. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39460-2_9.

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Belar, Cynthia D. "Professionalism in Medical Settings". W Handbook of Clinical Psychology in Medical Settings, 81–92. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-3792-2_6.

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Ćurković, Marko, i Carlo Casalone. "Medical Professionalism—Philosophical Framework". W The Bridge Between Bioethics and Medical Practice, 113–59. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09733-1_6.

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Vidlička, Sunčana Roksandić, Aleksandar Maršavelski i Svetlana Paramanova. "Medical Professionalism—Legal Framework". W The Bridge Between Bioethics and Medical Practice, 61–79. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09733-1_4.

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Letica, Gordana Cerjan, Tea Vukušić Rukavina, Ana Borovečki, Marko Marelić, Marko Ćurković i Stjepan Orešković. "Medical Professionalism Sociological Framework". W The Bridge Between Bioethics and Medical Practice, 81–109. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09733-1_5.

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Gonnella, Joseph S., Clara A. Callahan, J. Jon Veloski, Jennifer DeSantis i Mohammadreza Hojat. "Professionalism". W Fifty Years of Findings from the Jefferson Longitudinal Study of Medical Education, 179–221. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85379-2_6.

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Streszczenia konferencji na temat "Medical professionalism"

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Uushona, Omagano. "FOSTERING OF MEDICAL PROFESSIONALISM DURING PHYSICIAN’S TRAINING". W RICERCHE SCIENTIFICHE E METODI DELLA LORO REALIZZAZIONE: ESPERIENZA MONDIALE E REALTÀ DOMESTICHE, Chair Oksana Dudina. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-14.05.2021.v2.12.

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Ikonva, Oluchi. "MEDICAL PROFESSIONALISM AS CONTRACT OF MEDICINE AND SOCIETY". W RICERCHE SCIENTIFICHE E METODI DELLA LORO REALIZZAZIONE: ESPERIENZA MONDIALE E REALTÀ DOMESTICHE, Chair Oksana Dudina. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-14.05.2021.v2.13.

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"PHYSICIANS’ PROFESSIONALISM AS THE MAIN CONCEPT IN MEDICAL PRACTICE". W WISSENSCHAFTLICHE ERGEBNISSE UND ERRUNGENSCHAFTEN: 2020. European Scientific Platform, 2020. http://dx.doi.org/10.36074/25.12.2020.v3.09.

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Foster, Trudy Lynn, i Paul Bowie. "2 Medical professionalism: ‘millennial’ and ‘baby boomer’ general practitioners". W Leadership in Healthcare conference, 14th to 16th November 2018, Birmingham, UK. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/leader-2018-fmlm.2.

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Demak, Indah Puspasari Kiay, Ria Sulistiana, Andrew i Sindi Safira. "Perception of Professionalism of Medical Undergraduate Students of Tadulako University by Grade". W International Conference on Medical Education (ICME 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210930.051.

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Cordero-Díaz, MA, C. Félix Arce, A. Dávila Rivas, O. Valencia i LA Padilla. "SELFCARE AND WELLBEING AS PROFESSIONAL COMPETENCE IN THE COVID19 PANDEMIC: RESIDENTS´ WELLBEING PROGRAM". W The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7152.

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International studies have reported that quality in patient care and safety, as well as the personal well-being of resident doctors, may suffer a detriment if a highly demanding or hostile clinical training environment is present. The objective of the Professionalism and Wellbeing Program for Medical Residents implemented by a university in northern Mexico is to integrate strategies for the development of wellbeing as a professional competence, and to contribute to strengthening clinical training environments, with the intention of improving personal selfcare, wellbeing, and patient care. The program was implemented with the 290 medical residents of the 17 specialty programs from March 2019 and, additionally, an hybrid model was implemented due to the COVID-19 pandemic from April 2020 to date. In February 2019 and 2020, medical residents participated in the induction sessions of the Professionalism and Wellbeing Program and at least in 3 sessions through the semester, in 2019 face-to-face and in 2020 virtually. The chiefs and co-chiefs of residents were trained in a Workshop so they could help other residents in adverse situations. Among the virtual strategies, we implemented an online website, an electronic form for residents´ wellbeing and mentoring follow-up, individual virtual counseling and Balint groups in Zoom. From April 2020 to February 2021, 220 residents registered online their wellbeing follow-up. The topics of greatest interest for discussion selected by the participants (n= 51) in the Balint group sessions were: emotional well-being in health professionals (94.1%) and burnout syndrome (94.1%). These initiatives aim to strengthen the training processes of education, professionalism, and humanism, with the residents as an expression of the social responsibility of the profession to contribute to selfcare, wellbeing, and patient’s care. Keywords: higher education, educational innovation, hybrid postgraduate medical education, residents’ wellbeing, COVID-19
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Skrinda, Ilona, Irēna Kokina i Dzintra Iliško. "Assessment of a Professional Competence of Healthcare Personnel". W 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.028.

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The role of health care personnel in any medical institution is particularly important. Staff as a resource is the most important and valuable capital that ensures the continuous and systemic functioning of the institution, its development in perspective. The competence and attitude of the employees determine the satisfaction of clients and patients and the outcome of treatment. Therefore, this is necessary for every medical institution to raise professional qualification and training of staff by raising their professional competence. High professionalism increases confidence of clients in medical personal and it manifests the best practice in a particular hospital. The professional development and a lifelong learning of healthcare professionals play a key role according to the requirements of the professional competence of medical personnel. Different EU countries apply different approaches and experience in determining the levels of professionalism in choosing criteria of assessment of quality of medical personnel. The aim of the study: is to explore and to analyse the existing procedures for assessing the professional competence of health care personnel. The methodology of the study: For the purpose of this study the authors have carried out a questionnaire with nurses aiming at evaluation of their professional competence. The results of the study: The authors of the study have analysed the requirement for the assessment of professional competence of health care staff in a hospital as well as data gained in the questionnaire and designed the competence model. The significance of the studyis to highlight the importance of raising competence of medical personnel.
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Pérez Jiménez, M., A. Dávila Rivas, C. Félix Arce, LA Padilla i MA Cordero-Díaz. "ACADEMIC CONTINUITY OF CLINICAL TRAINING IN POSTGRADUATE MEDICAL EDUCATION AMID THE PANDEMIC". W The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7108.

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The pandemic has posed many challenges for the academic continuity of clinical training. The social responsibility of universities and the professionalism of physicians inspired residents on taking the leadership in the front line of COVID-19. Their direct involvement in patient care required the establishment of protocols to offer mentoring and support services for self-care and mental health strategies to prevent burnout. The objective of this study was to describe the design and implementation of a comprehensive strategy to transform the Multicentric Program of postgraduate medical education in northern Mexico to continue academic and clinical training activities amid the pandemic. The participants in this study include six training centers which represent 290 physicians in 17 medical specialties programs. The results of the designed strategy focus on three specific activities: 1) offering formal curricular elements through online platforms and mobile devices, 2) adaptative clinical training for the residents participating directly in SARS-Cov2 patient care, and 3) specific training on COVID-19 for all participants on patient safety protocols and use of protective equipment. All 17 programs achieved academic continuity by the use of digital platforms. The protection and safety of the educational community were privileged with the purpose of training by providing residents specific safety training on COVID-19, personal protection equipment, periodical PCR testing and by the vaccination strategy. The responsibility and responsiveness of educational institutions to address the challenges to continue the clinical training during the health crisis will significantly affect the educational results and preparedness of the next generation of health professionals. The commitment of universities should be beyond academic continuity or sharing content online, it should address as well self-care and wellbeing strategies that could provide graduates with the skills that are essential to thrive in the current pandemic. Keywords: higher education, educational innovation, postgraduate medical education, residents’ education, COVID-19
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Reyna, Jorge, Victoria Baker-Smith i Ellen Cooper. "A systematic approach to learning design for supervisor training in a specialist medical college". W ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0104.

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Specialist medical education aims to develop clinical knowledge in conjunction with professional attributes such as communication skills, collaboration, health advocacy, management, and professionalism. RANZCO is undertaking a 3-year curriculum redesign plan that incorporated feedback received from the Australian Medical Council and is moving towards a systematic approach to supervisor and trainee teaching and learning interventions to improve the quality of the learning experience. In parallel to the new curriculum, the college has established the Digital Learning Transformation initiative by developing theoretical frameworks to guide a systematic approach to learning design. The frameworks informed the design, implementation, and evaluation of interactive modules to support supervisors in educational topics. This concise paper aims to present the theoretical underpinning and the Modus Operandi of the intervention. The authors hope this initiative could inspire other medical colleges to take an evidence-based educational approach to supervisor training.
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Mappaware, Nasrudin Andi, Deviana Soraya Riu, U. P. Nugraha, Andi Mardiah Tahir, Elizabet Catherine Jusuf i Arlen. "Independent Stage as a Learning Model in Achieving Competency Professionalism Development Program Module in Residency Program of Obstetric and Gynecology Faculty of Medicine Hasanuddin University". W International Conference on Medical Education (ICME 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210930.014.

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Raporty organizacyjne na temat "Medical professionalism"

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Que, Jianyu, Le Shi, Jiajia Liu i Lin Lu. Prevalence of suicidal ideation and suicide attempts among medical professionals: A meta-analysis and systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, grudzień 2020. http://dx.doi.org/10.37766/inplasy2020.12.0132.

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Shey Wiysonge, Charles. Does public disclosure of performance data improve quality of healthcare? SUPPORT, 2016. http://dx.doi.org/10.30846/1608082.

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Information about the performance of health plans (health insurance or subscription-based medical care), hospitals, and healthcare professionals is increasingly available in the public domain. However, the effects of such public disclosure of performance data are unclear.
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Brannman, Shayne, Richard Miller, Theresa Kimble i Eric Christensen. Health Professions' Retention-Accession Incentives Study Report to Congress (Phases II & III: Adequacy of Special Pays and Bonuses for Medical Officers and Selected Other Health Care Professionals. Fort Belvoir, VA: Defense Technical Information Center, marzec 2002. http://dx.doi.org/10.21236/ada405134.

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Kim, Joseph, i Patricia McCarthy. Evaluation of Sustainability Determinants to Develop a Sustainability Rating System for California Infrastructure Construction Projects. Mineta Transportation Institute, czerwiec 2022. http://dx.doi.org/10.31979/mti.2022.2142.

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This study evaluates the important sustainability determinants that affect factors’ success in meeting their sustainability goals when conducting infrastructure construction projects in California. The study implemented the online survey method to evaluate the sustainability characteristics that infrastructure industry professionals currently are aware of under the current situation in California. A data set of 25 validated survey responses is used for statistical data analysis using analysis of variables, Kruskal-Wallis tests, and two sample t-tests. The analysis results showed that the median response values for the six major sustainability categories do not show any significant difference. The results also showed that no statistically significant difference in the mean response values can be found from the six major sustainability categories considered. Based on the pairwise comparison results, only the other category showed a difference with water- and energy-related categories. However, mean ranks among the factors under each category are useful in prioritizing the importance of the factors considered, which will be useful for the successful implementation of sustainability in infrastructure construction projects in California. These results are meaningful for legislators and transportation agencies because they provide insights about the sustainability criteria relevant to infrastructure construction projects for better informed decisions about how to meet the projects’ sustainability goals.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong i Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, sierpień 2022. http://dx.doi.org/10.57022/qpsm1481.

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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Social media in urology – professionalism and pitfalls. BJUI Knowledge, kwiecień 2016. http://dx.doi.org/10.18591/bjuik.0358.

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EUROPEAN STANDARDS OF CARE FOR NEWBORN HEALTH. Chernivtsi, Ukraine: Higher State Educational Establishment of Ukraine Bukovinian State Medical University, 2019. http://dx.doi.org/10.24061/2413-4260.ix.3.33.2019.1.

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Medical treatment and care for preterm and sick newborn babies in European countries varies greatly. Significant differences are not only limited to the survival rates of such infants. In some European countries, preterm birth is also more commonly associated with chronic physical and mental disability than in others. This effect is exacerbated by the fact that in some parts of Europe, further assistance to these vulnerable children after discharge from the hospital (follow-up and early intervention) is not structured or even does not exist at all. Given the high level of inequality in health care delivery, agreed definitions and clear recommendations for infrastructure, medical processes, care procedures, and staffing capabilities are needed to compare and adjust the conditions of care in Europe. Therefore, there is an absolute need to ensure that high-level care is equally available throughout and for everyone. European standards of care for newborn health, developed on the initiative and under the project of the European Foundation for the Care of Newborn Infants (EFCNI), will help to overcome differences in clinical practice, structure and organization of care, as well as training of healthcare professionals. This publication presents the part of the standards regarding health care for preterm and sick infants.
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Patient involvement in the development, regulation and safe use of medicines. Council for International Organizations of Medical Sciences (CIOMS), 2022. http://dx.doi.org/10.56759/iiew8982.

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This report from the Council for International Organizations of Medical Sciences (CIOMS) describes the importance of systematically involving patients throughout a medicine’s life – from its early development, through regulatory process to ongoing monitoring and safe use in everyday healthcare. It provides a comprehensive overview of the current knowledge about the benefits of patient involvement and existing initiatives, gives many examples and recommendations, and addresses the remaining challenges and practice gaps. The report will prompt readers to implement its best practice recommendations according to how well they fit in with their organisational and national needs. The report combines the experience and expertise of the CIOMS Working Group XI on Patient involvement in the development, regulation and safe use of medicines. It also incorporates views gathered from an open meeting in Switzerland and a workshop in Uganda, which both brought together members of the public, patient organisation representatives, regulators, drug development experts, industry, academia, health professionals and other related stakeholders. The report was finalised following a public consultation.
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Misoprostol and teratogenicity: Reviewing the evidence. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1003.

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Misoprostol, a prostaglandin E1 analog marketed as Cytotec® for the prevention and treatment of gastric ulcers, is inexpensive and registered for use in over 80 countries. Many scientific articles show the preparation to be safe and effective for various reproductive health indications, including cervical softening and early pregnancy termination. Owing to the extensive body of published literature on these indications, misoprostol is now widely used for several reproductive health indications. The abortifacient properties of misoprostol are well known to medical professionals and frequently to the public. As noted in this meeting report, because the drug is available at low cost, many women have opted for self-administration of the method to terminate their pregnancies. The pharmaceutical industry and the public health community have raised the concern that if such an abortion attempt fails and the pregnancy results in a live birth, exposure of the fetus to misoprostol in utero could increase the risk of birth anomalies. The most extensively documented accounts of self-medication with misoprostol for induced abortion have come from Brazil, thus the case of Brazil provides a unique opportunity for studying the potential teratogenicity of misoprostol.
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Drug-Induced Liver Injury (DILI): Current status and future directions for drug development and the post-market setting. Council for International Organizations of Medical Sciences (CIOMS), 2020. http://dx.doi.org/10.56759/ojsg8296.

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Drug-induced liver injury (DILI) is a growing challenge because of the ever- increasing number of drugs used in medical care. DILI is rare but can be serious and is largely unpredictable. It is an important cause of mortality and liver transplantation, and a leading cause of attrition in drug development. Progress is under way in identifying genetic risk factors, exploring new mechanistic concepts of the complex underlying interactions, and developing new biomarkers that can predict or diagnose DILI. The pharmaceutical industry has a key role in advancing these initiatives, and prospective DILI registries must adopt standard procedures for biological sample collection and storing. There is a strong need for standard guidelines to support these efforts. The consensus report of the CIOMS DILI Working Group aims to provide a critical framework and essential set of tools to detect, diagnose and manage DILI during drug development and in the post-marketing setting. The report is intended for clinical and basic pharmaceutical industry investigators who capture, analyze and communicate liver safety data in drug development. It is also intended for regulatory scientists and expert consultants who comprehensively evaluate new products and emerging biomarkers for their association with DILI risk, and for health care professionals who monitor and manage patients treated with potentially hepatotoxic drugs in clinical practice.
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