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050  4 R737 -- .T38 2009eb 
082 0  610 
100 1  Cruess, Richard L 
245 10 Teaching Medical Professionalism 
264  1 New York :|bCambridge University Press,|c2008 
264  4 |c©2008 
300    1 online resource (328 pages) 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
505 0  Cover -- Half-title -- Title -- Copyright -- Contents -- 
       List of Contributors -- Foreword -- ADDRESSING THREATS TO 
       THE INTEGRITY OF THE PRACTICE OF MEDICINE -- 
       PROFESSIONALISM AS A FRAMEWORK FOR PREPARING PHYSICIANS --
       PROFESSIONALISM ACROSS THE CONTINUUM OF MEDICAL EDUCATION 
       -- PUTTING THE PRACTICE AT THE CENTER -- PROFESSIONALISM 
       AS THE INTEGRATION OF APPRENTICESHIP -- Introduction -- 
       REFERENCES -- PART ONE What Is to Be Taught -- 1 The 
       Cognitive Base of Professionalism -- HISTORICAL ROOTS -- 
       THE CHALLENGE OF DEFINING PROFESSIONALISM -- DEFINITIONS -
       - THE ATTRIBUTES -- Changes in the Attributes -- Changes 
       in the Attributes of the Healer -- Changes in the 
       Attributes of the Professional -- Changes in the 
       Attributes Shared by the Healer and the Professional -- 
       MEDICINE'S SOCIAL CONTRACT WITH SOCIETY -- Implications of
       the Use of the Term ''Social Contract'' -- SUMMARY -- 
       REFERENCES -- PART TWO Theory -- 2 Educational Theory and 
       Strategies for Teaching and Learning Professionalism -- 
       WHY THEORY? -- A THEORETICAL FRAMEWORK TO GUIDE THE 
       TEACHING AND LEARNING OF PROFESSIONALISM -- Why Situated 
       Learning? -- The Situated Learning Model -- THE CYCLE OF 
       INSTRUCTIONAL DESIGN -- Principles of Adult Learning -- 
       The Experiential Learning Cycle -- Steps to Instructional 
       Design -- Defining Goals and Objectives -- Identifying 
       Core Content -- Selecting Educational Strategies and 
       Methods -- Evaluating Outcome -- STRATEGIES TO PROMOTE 
       TEACHING AND LEARNING -- Role Modeling -- The Use of Case 
       Vignettes and Case Presentations -- The Use of Art and 
       Video -- Narrative Medicine -- Portfolio Learning -- The 
       Culture of Medicine -- CONCLUSIONS -- REFERENCES -- 3 
       Professionalism and the Socialization of Medical Students 
       -- INTRODUCTION -- MEDICAL PROFESSIONALISM: A TRUNCATED 
       HISTORY -- Background -- The Rise of Nostalgic 
       Professionalism -- Deconstructing Nostalgia 
505 8  THE MEDICAL SCHOOL AS A SITE OF OCCUPATIONAL SOCIALIZATION
       -- Introduction -- Socialization Theory -- PROFESSIONALISM
       AS A FORM OF SOCIAL CONTROL -- Medical Education as 
       Resocialization -- CONCLUSIONS -- REFERENCES -- PART THREE
       Principles -- 4 Principles for Designing a Program for the
       Teaching and Learning of Professionalism at the 
       Undergraduate Level -- PRINCIPLES -- Institutional Support
       -- Allocation of Responsibility -- The Environment -- The 
       Cognitive Base -- Experiential Learning and Self-
       Reflection -- Role Modeling -- Faculty Development -- 
       Continuity -- Evaluation -- An Incremental Approach -- 
       SUMMARY -- REFERENCES -- 5 Resident Formation - A Journey 
       to Authenticity: Designing a Residency Program That Educes
       Professionalism -- THE CONTEXT OF THE WORK -- MOVING FROM 
       FRENZY TO WISDOM: DESIGNING TO EDUCE LATENT WISDOM -- 
       Design Feature 1: Work with rather than against Human 
       Nature -- Design Feature 2: Enable Reflective Practice -- 
       Design Feature 3: Community Reflection -- Design Feature 4
       : Validating and Mining the Resident's Feelings -- Design 
       Feature 5: Attention to Group as well as Individual 
       Formation -- Design Feature 6: Getting Discretion and 
       Discipline Right -- Design Feature 7: Simulation -- Design
       Feature 8: Social Justice -- Design Feature 9: Linking 
       Evaluations to System Improvement -- Design Feature 10: 
       Residents as Future Stewards of Professionalism -- 
       CONCLUSIONS -- REFERENCES -- 6 Supporting Teaching and 
       Learning of Professionalism - Changing the Educational 
       Environment and Students' ''Navigational Skills -- CLOSING
       COMMENTS -- REFERENCES -- 7 Assessment and Remediation in 
       Programs of Teaching Professionalism -- ASSESSING 
       PROFESSIONALISM OF LEARNERS AND FACULTY -- Assessment's 
       Role -- Assessment Methods -- Specific Approaches to 
       Assessing Faculty's Professionalism -- Assessment Issues 
       and Recommendations -- REMEDIATION 
505 8  Defining the Professional Lapse -- Identifying the Lapse -
       - The Remediation Process -- Techniques for Remediation --
       Likelihood of Success -- Due Process -- An Example of a 
       Remediation Plan -- Issues and Recommendations -- 
       EVALUATION OF THE ENVIRONMENT -- SUMMARY AND CONCLUSIONS -
       - REFERENCES -- 8 Developing Professionalism across the 
       Generations -- A DYNAMIC PROFESSION -- COMMON GROUND -- 
       GENERATIONAL DIFFERENCES -- SOCIAL CHANGE -- CAREER STAGE 
       -- TEACHING STRATEGIES -- TEACHING STRATEGIES FOR MEDICAL 
       STUDENTS -- STRATEGIES FOR OLDER PHYSICIANS -- CONCLUSIONS
       -- REFERENCES -- 9 Faculty Development for Teaching and 
       Learning Professionalism -- WHY FACULTY DEVELOPMENT IS 
       NEEDED -- GENERAL GUIDELINES FOR DESIGNING A FACULTY 
       DEVELOPMENT PROGRAM -- Understand the Institutional/
       Organizational Culture -- Determine Appropriate Goals and 
       Priorities -- Conduct Needs Assessments to Ensure Relevant
       Programming -- Target Diverse Stakeholders -- Develop 
       Different Programs to Accommodate Diverse Needs -- 
       Workshop, Seminars, and Short Courses -- Integrated 
       Longitudinal Programs -- Peer Coaching -- Self-Directed 
       Learning -- Web-Based Learning -- Incorporate Principles 
       of Adult Learning and Instructional Design -- Offer a 
       Diversity of Educational Methods - In a Variety of 
       Settings -- Promote Buy-In and Market Effectively -- 
       Evaluate - and Demonstrate - Effectiveness -- PRINCIPLES 
       FOR DESIGNING FACULTY DEVELOPMENT PROGRAMS TO PROMOTE THE 
       TEACHING AND LEARNING OF PROFESSIONALISM -- Faculty 
       Development to Promote Teaching Excellence -- Teach the 
       Cognitive Base -- Translate Content into Practice -- Start
       with a Focus on Teaching -- Facilitate Experiential 
       Learning and Promote Self-Reflection -- Faculty 
       Development to Promote Curriculum Development and 
       Organizational Change -- A CASE STUDY -- Process -- 
       ''Think Tank'' on Teaching Professionalism 
505 8  Invitational Workshop on Teaching Professionalism -- 
       Faculty-Wide Workshop on Teaching Professionalism -- 
       ''Think Tank'' on Evaluating Professionalism -- Faculty-
       wide Workshop on Evaluating the Physician as Healer and 
       Professional -- Faculty Development Outcomes -- 
       CONCLUSIONS -- REFERENCES -- 10 The Relationship between 
       Teaching Professionalism and Licensing and Accrediting 
       Bodies -- INTRODUCTION -- What the People Say -- Patients'
       Ideas of a Good Doctor -- Patients' Experiences of Doctors
       -- Public Expectations of Professional Regulation -- 
       Evolving Ideas about Professionalism and Professional 
       Regulation -- New Professionalism, New Professional 
       Regulation -- Professional Standards -- Revalidation -- 
       New Professionalism, New Learning, and Teaching -- 
       CONCLUSIONS -- REFERENCES -- 11 Educating the Public about
       Professionalism: From Rhetoric to Reality -- INTRODUCTION:
       FRAMING THE ISSUE -- The Public's Stake in Medical 
       Professionalism -- The Public's Role in Sustaining 
       Professionalism -- EDUCATING THE PUBLIC ABOUT 
       PROFESSIONALISM -- IN PREPARATION FOR EDUCATING THE PUBLIC
       -- SPECIFIC STRATEGIES FOR EDUCATING THE PUBLIC -- 
       Harnessing the Mini-Med School -- Engaging Hospital-Based 
       Programs -- Utilizing Professional and Lay Publications --
       Empowering Public Voices Inside the Profession -- 
       Enlisting Professional Organizations -- SUMMARY -- 
       REFERENCES -- PART FOUR Practice: Case Studies in Teaching
       Professionalism across the Continuum -- 12 Teaching 
       Professionalism in a Traditional or Organ-Based Curriculum
       -- INTRODUCTION -- UWSOM STRUCTURE -- TEACHING 
       PROFESSIONALISM -- Preclinical Curriculum -- ICM I -- ICM 
       II -- Professionalism Working Group -- Clinical Curriculum
       -- Overarching Curriculum Components -- Other Components -
       - Lessons Learned -- REFERENCES -- 13 Learning 
       Professionalism in a Problem-Based Curriculum -- 
       BACKGROUND -- THE CONTEXT 
505 8  OPPORTUNITIES FOR LEARNING PROFESSIONALISM -- ASSESSING 
       PROFESSIONALISM AND FITNESS FOR PRACTICE -- CURRICULUM 
       EVALUATION AND IMPLEMENTATION ISSUES FOR PROMOTING 
       PROFESSIONALISM IN A PROBLEM-BASED CURRICULUM -- LESSONS 
       LEARNED -- REFERENCES -- 14 Teaching Professionalism and 
       Fostering Professional Values during Residency: The McGill
       Experience -- THE CONTEXT -- TRANSLATING CONCEPTS INTO 
       EDUCATIONAL PRACTICE: A FRAMEWORK -- EXAMPLES OF 
       EDUCATIONAL ACTIVITIES FOR RESIDENTS FOR LEARNING 
       PROFESSIONALISM AT MCGILL UNIVERSITY -- Learning the 
       Cognitive Base -- Academic Half-Day on Professionalism -- 
       Other Large-Group Learning Activities to Teach the 
       Cognitive Base -- Learning the Skills of Professionalism -
       - Developing Professional Attitudes and Fostering 
       Professional Behaviors: Transferring Learning into 
       Practice -- Experiential Learning: Role Modeling, Guided 
       Reflection, and Mentorship -- The Learning Environment -- 
       Evaluation -- Faculty Development -- LESSONS LEARNED -- 
       SUMMARY -- REFERENCES -- 15 Continuing Professional 
       Development: A Focus on Professionalism -- INTRODUCTION --
       The Case for Continuing Professional Development in 
       Professionalism -- Addressing the Gap -- GETTING TO KNOW 
       THE LEARNERS, WHAT THEY NEED AND WANT TO KNOW -- The 
       Audience and Their Clinical World -- The Adult Learner -- 
       What Do Learners Need or Want? -- Subjective Needs 
       Assessment -- Objective Needs Assessment -- DECIDING ON 
       THE CONTENT AND FORMAT: INCORPORATING PROFESSIONALISM INTO
       CPD -- Choosing the Format -- Enabling Learning: The CPD 
       Intervention -- Increasing Relevance: The Clinical 
       Scenario -- Increasing Engagement -- Other Options in 
       Creating CPD Interventions -- Faculty Development -- 
       ASSESSING THE OUTCOME -- Perception of the Learning Event 
       -- Competence -- Performance Change and Health Care 
       Outcome -- CONCLUSIONS -- REFERENCES 
505 8  APPENDIX A Definitions of Professionalism 
520    The first resource available to guide those designing and 
       implementing programs on teaching medical professionalism 
588    Description based on publisher supplied metadata and other
       sources 
590    Electronic reproduction. Ann Arbor, Michigan : ProQuest 
       Ebook Central, 2020. Available via World Wide Web. Access 
       may be limited to ProQuest Ebook Central affiliated 
       libraries 
650  0 Bible. -- N.T. -- Revelation -- Criticism, interpretation,
       etc.;Self-realization -- Miscellanea.;Earth -- Miscellanea
655  4 Electronic books 
700 1  Cruess, Sylvia R 
700 1  Steinert, Yvonne 
776 08 |iPrint version:|aCruess, Richard L.|tTeaching Medical 
       Professionalism|dNew York : Cambridge University Press,
       c2008|z9780521881043 
856 40 |uhttps://ebookcentral.proquest.com/lib/sinciatw/
       detail.action?docID=367075|zClick to View