Open AccessDeveloping a Professionalism Education Framework at the Institutional Level with Multidisciplinary Consensus
Author(s) -
Chew Fei Sow,
MN Chandratilake,
Nadarajah Vd
Publication year - 2021
Publication title -
education in medicine journal
Language(s) - English
Resource type - Journals
ISSN - 2180-1932
DOI - 10.21315/eimj2021.13.2.3
Subject(s) - flexibility (engineering) , multidisciplinary approach , curriculum , consistency (knowledge bases) , sociocultural evolution , context (archaeology) , health care , transparency (behavior) , institution , medical education , engineering ethics , sociology , psychology , knowledge management , pedagogy , medicine , political science , computer science , social science , management , engineering , paleontology , artificial intelligence , anthropology , law , economics , biology
The varying opinions in defining professionalism have constrained teaching, learning and assessingprofessionalism in the medical curriculum. The literature shows that professionalism is sensitive tocultural, socio-economic factors with subtle differences between healthcare professions from variousdisciplines. Therefore, in conceptualising professionalism, there is a need to develop a professionalismframework at an institutional level for the basis of transparency and consistency in teaching, learningand assessment of professionalism. While institutions can adopt various methods to understandprofessionalism within their sociocultural context, they need to be aware that prioritisation ofprofessionalism attributes may change over time due to changes in the social environment. Using theconsensus meeting approach, we describe a defining framework that aligns with our institution’s corevalues and the respective health professions programme educational outcome with the flexibility toinclude/exclude and define/redefine professionalism attributes. Flexibility is the key difference in thisframework, which is different from other frameworks in the literature