Greetings!
Faculty development for professionalism is often limited due to time constraints and, perhaps, difficulty in recognizing the practical implications. In recent years, condensed (1) and longitudinal (2) curricula have been developed to support faculty awareness of and capacity for professionalism modelling, teaching and assessment. The curricula may address common professionalism challenges including: conveying bad news, disclosing medical errors, enhancing hand-overs and instilling cultural sensitivity. Important to physician learning is facilitated discussion of specific challenges to elicit varied perspectives and support each person’s reflection on how best to convey professionalism. The longitudinal curricula support heightening awareness of and identifying professional challenges in practice that can be discussed with a learning community to promote greater professionalism. Such curricula support modeling for teaching and assessing professionalism of learners.
Dr. Preston Reynolds and colleagues are now providing a unique career development opportunity with the Leadership Excellence in Educating for Professionalism (LEEP) program as part of the APHC’s offerings. The core areas of focus of the longitudinal are: professional identity formation, communication, resilience, organizational professionalism, social justice, interprofessional education, and assessment and remediation. The multi-institutional educators for each element have both content expertise and are excellent educators. Further description and information is included in this newsletter.
Dr. Pilkington’s valuable article conveys how addressing a moral challenge during COVID-19 for medical students with an interprofessional group of ethical experts supported consideration of diverse perspectives to support practical reasoning. Further, our newsletter highlights Dr. Dennis Novack’s outstanding contributions to theory, research and practice in healthcare communication teaching and research. There are numerous educational opportunities listed in this newsletter as well.
Best regards,
Janet
Janet de Groot, MD, FRCPC, MMedSc, is Founding Editor of the APHC-PFO Newsletter and Staff Psychiatrist, Tom Baker Cancer Centre and Foothills Medical Centre, Associate Professor, Psychiatry, Oncology and Community Health Sciences, Cumming School of Medicine, University of Calgary
References
1.
Hollins L, Wolf M, Mercer B, Shah Arora K. Feasibility of an ethics and professionalism curriculum for faculty in obstetrics and gynecology: A pilot study. Journal of Medical Ethics 2019; 45: 806-810.
2.
Branch WT, Frankel RM, Hafler JP, Weil AB, Gilligan MB, Litelman DK et al. A multi-institutional longitudinal faculty development program in humanism supports the professional development of faculty teachers. Acad Med 2017; 92(12): 1680-1686.
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Contents
- Lessons from Covid: From Moral Distress to an Interprofessional Ethics Community
- Professional Formation's 13 Modules Free During Crisis
- Dennis Novack Receives ACH Award
- APHC Leadership Excellence in Educating for Professionalism Program
- ABMS Conference 2020
- Medical Professionalism Project Overview
- Amazon Smile - You can help APHC
- APHC Professionalism Education Roundtable -- sign up
- Access past webinar recordings
- APHC Member Benefits
- Professional Formation podcast - Listen Now
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Lessons from COVID: From Moral Distress to an Interprofessional Ethics Community
By Bryan Pilkington
Moral distress is not a new topic in discussions of professionalism within healthcare, but engagement with COVID-19 has led to a less frequent if not novel manifestation of such distress. As many of those who were in training to become future members of a health profession found themselves at home, instead of in the hospital or the clinic, tension built between the desire to aid and concerns for their – and their loved ones’ – safety. Further exacerbating this distress was the lack of control these future professionals had over the decision to remain in the hospital or clinic. For students, this challenging decision was made by those who are entrusted with their education and care within the profession.
As someone who regularly has ethics discussions with students of the health professions, I have seen first-hand the benefits of multi-disciplinary or interprofessional (1) conversations. Relying on the guiding principle that challenging, large-scale ethics problems are best addressed by a group of folks from diverse backgrounds, practically reasoning together, a session was created to address this question at the crossroads of professionalism and ethics: How should students of the health professions, but also practicing healthcare practitioners, balance duties to care with personal safety concerns in the time of COVID?
The aim of the session was not to answer the question for the students or for practicing healthcare practitioners, but to help put them in a better position to practically reason about the subject for themselves. To this end, the session engaged professionals with expertise in medicine, nursing, epidemiology, paramedicine and education. These professionals offered, from their own perspectives, how they themselves were thinking through this question. The primary benefit for students and all of us who learned from these professionals, was not that there was a general consensus tipping the balance toward satisfying their duties to care, albeit in safety-minded ways, but rather a unique opportunity to view how these professionals drew strength from the past experiences which helped to form their character and inform their current practice.
From international medical aid to on-the-ground emergency response to the events of 9/11, from volunteer firefighting to a reorientation of outpatient to inpatient practice, this conversation was littered with examples of experiences which supported resiliency in their own lives and practices and served as models for students. Their stories provided a clear picture of the challenges to come but also hope for students who felt unable to aid in a crisis where their own chosen professions were doing so much good work.
This session blossomed into a regular series (2), where a variety of ethics issues associated with COVID-19 are addressed, some of which include research (3), prioritization and discrimination (4). For more on this session or the series, contact Bryan Pilkington (
bryan.pilkington@shu.edu
) or visit
https://library.shu.edu/COVIDEthics
/
.
Bryan C. Pilkington, PhD, is Associate Professor at the Hackensack Meridian School of Medicine and at Seton Hall University.
References
1.
I use these terms inclusively here, but for further clarity see Pilkington, B. 2018. “The Fiftieth Anniversary of Patient as Person: Paul Ramsey’s Groundbreaking Approach to Christian Bioethics” Christian bioethics: Non-Ecumenical Studies in Medical Morality, 24:2, 111–125.
2. https://www.shu.edu/health/news/ihs-comes-together-for-the-covid-19-ethics-series.cfm
3. https://www.shu.edu/health/news/panel-on-research-ethics-and-expertise-in-a-pandemic.cfm
4. https://www.shu.edu/news/panel-on-discrimination-features-dr-sampson-davis.cfm
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Professional Formation's 13 Modules are FREE during Covid Crisis
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Dennis Novack Receives ACH Award
The Academy of Communication in Healthcare (ACH) awarded Dennis H. Novack, MD, the 2020 George L. Engel Award, presented annually for outstanding research contributing to the theory, practice and teaching of effective healthcare communication and related skills. Dr. Novack is Professor of Medicine and Associate Dean of Medical Education at Drexel University College of Medicine. He is one of the founding members of the ACH and co-directed their first three annual faculty development courses. He founded and edited the ACH scholarly newsletter, Medical Encounter, for 20 years. Dr. Novack is the founder of
DocCom
, an online communication skills training program for medical schools, residency programs and hospitals, offering over 40 CME credits for
42 modules
and over 400 videos. He is also the founder of
Professional Formation
– an online interprofessional program for professionalism education, assessment, remediation and research with
13 modules
. He was president of the American Psychosomatic Society and is the president-elect of the
Academy for Professionalism in Health Care.
Dr. George L. Engel was an internist with psychoanalytic training whose articulation of the biopsychosocial model in the 1970s and widespread recognition in the 1980s had a profound impact on the clinical approach to patients, the medical interview and the patient-doctor relationship. From 1976 to 1978, Dr. Novack was a fellow with Dr. Engel, a master interviewer, “who inspired me to study, research and improve the teaching of communication skills,” says Dr. Novack.
On ResearchGate, Dr. Novack is recognized in the top three percent of cited researchers worldwide on Academia.edu. His papers, four of which have been published in JAMA, have received over 5,000 citations and have been influential in shaping clinicians’ communication techniques and have been the basis for medical education curricula. Dr. Novack has obtained over $2 million from foundations for his research. Over 70 of his research studies have been published in peer reviewed journals. Dr. Novack has presented his research and educational contributions at over 250 conferences.
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Leadership Excellence in Educating for Professionalism Program
These topics were chosen, because they are relevant to all health professionals and place emphasis on team-based learning and interprofessional training and the learning environment. These topical areas also remain inadequately addressed in many health professions schools and post-graduate programs.
Goals
LEEP aims to strengthen faculty expertise and career development of trainees to:
1. Implement undergraduate (UME) and residency or fellowship (GME) curricula and faculty development programs in professional identity formation, moral development and ethical reasoning, resiliency and wellness, and interprofessional collaboration.
2. Implement assessment programs using self-assessment, work assessment, competency assessment, objective structured clinical examinations (OSCEs), the professional identity essay and other instruments of moral and ethical reasoning.
3. Understand and analyze the role of organizational culture in shaping professional identities and professionalism behaviors and developing skills in achieving organizational change to foster professionalism.
4. Enhance the understanding of interprofessional cooperation in the delivery of healthcare.
Curriculum Threads
1.
Professional Formation
2.
Communication
3.
Organizational Professionalism
4.
Resilience – Personal and Professional
5.
Social Justice
6.
Inter-professional Education
7.
Assessment and Remediation
Curriculum Description
In addition to monthly discussion roundtables, conducted virtually throughout 2020 and 2021, LEEP faculty scholars will participate in workshops focusing on core content and skills hosted virtually. More for information,
click here
.
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ABMS Conference 2020
ABMS Conference 2020
is the leading conference on innovations in physician assessment, learning and improvement. At this virtual conference on September 23 to 24, join professionals from across the health care community who will accelerate the transformation of board certification and the delivery of quality patient care.
ABMS Conference 2020
will focus on professionalism, improving health and health care, and thought leadership in assessment.
Throughout the Conference, participants will explore the impact of COVID-19 and topics on diversity, equality and inclusion.
ABMS graciously sponsors APHC events in 2020/21.
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Medical Professionalism Project Overview
by Clare Marash
As featured in our recent virtual annual meeting conference, the
Medical Professionalism Project
(MPP) is an online resource available now to educators for use in promoting professionalism teaching and self-reflection in the classes, whether in person or online.
Co-created by the renowned social scientist and best-selling author Dan Ariely in collaboration with Duke Health, this innovative short film series and CME course explores the complex expectations, challenges and responsibilities of being a healthcare provider through the lens of behavioral science.
In 5- to 10-minute videos, MPP applies research from behavioral economics and other social sciences to reveal how and why we make ethical mistakes, providing strategies for improving behavior at an individual and institutional level. This interprofessional course shares stories from physicians, nurses, trainees, administrators and more about where they find their biggest professional challenges and how they address them. The website offers games, exercises and resources for further study, affording a robust distance educational experience. The films can also be licensed to be used offline or integrated into other educational platforms. MPP is an engaging and thought-provoking course for students, residents, faculty and practicing physicians, as well as nurses, physician assistants and others on the health care team. Those who complete the course online can receive up to six credits of AMA PRA Category 1 Credit(s)™, MOC Part II credits for numerous member boards, Nursing CE, as well as IACET CEU.
MPP's 12 modules include:
1.
Introduction
2.
Social Norms
3.
Distance from Money
4.
Testing and Treatment
5.
Burnout
6.
Disclosing Mistakes
7.
Conflicts of Interest
8.
Research
9.
Inequities in Healthcare
10.
Communication
11.
Shared Decision-Making
12.
Maintaining Professionalism
All APHC members receive a 20 percent discount on MPP (and 25 percent of the payment returns to APHC!).
We will feature the modules in the newsletter and explain in greater detail the contents of the modules and how they can be used by educators and clinicians, as well as students, residents and fellows.
Please consider subscribing and then joining us in our deeper dive into this valuable resource.
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Please help APHC by shopping at
Smile.Amazon.com
and Amazon will
donate 0.5 percent of your purchase to APHC at
no cost to you
. Go to this link
https://bit.ly/APHC-Donate
or
Smile.Amazon.com
and select the Academy for Professionalism in Health Care. We've received only $23 so far, but we're hoping this amount increases substantially with your help.
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APHC Professionalism Education Roundtable
by Tom Harter
On July 10
th
, 2020, the Academy for Professionalism in Health Care held is monthly Professionalism Education Roundtable. Tom Harter, President of the APHC, interviewed Dr. Lynn Monrouxe, on her chapter,
Theoretical insights into the nature and nurture of professional identities
, from the Richard and Sylvia Cruess and Yvonne Steinert book, “Teaching Medical Professionalism: Supporting the Development of a Professional Identity.”
Dr. Monrouxe – trained in psychology and cognitive linguistics – provided an insightful look in how identities form and are influenced across several spheres including interactions with others, the institutions in which we work and live, and the national orders that drive our cultural perspectives. Utilizing a rich background in qualitative and qualitative social research and theory from realist and social constructionalist epistemologies, Dr. Monrouxe theorizes that identity is not really a single thing or object that a person has or owns, but rather it is a constant act of becoming based on psycho-social attributes one experiences and learns over the course of a lifetime. In short: identity is a verb, not a noun. Becoming a medical professional, therefore is, like other aspects of identity development, a constant act of becoming, in which medical practitioners are influenced by the environments of their training and by their interactions with their teachers and patients.
Given the nature of this conversation, a spirited discussion occurred in which Dr. Monrouxe was asked her thoughts on the issues of moral distress and resiliency, and the responsibilities and duties that a person develops toward others and their organizations by virtue of their identify formation. As Dr. Monrouxe notes, persons will naturally impact the culture of their environment by either by perpetuating the cultural norms of their work and living environment or by challenging those cultural norms. The full conversation, along with Dr. Monrouxe’s detailed replies to these questions, can be accessed by APHC members on the APHC website at
www.Academy-Professionalism.org
.
Access past Roundtables with
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Past Webinar Recordings
Mitigating the Effects of the Hidden Curriculum on Professional Identity Formation
with
Orit Karnieli-Miller, PhD
Social Justice Challenges: How to Achieve Excellence in Equity
with Preston Reynolds, MD, PhD, MACP
Teaching Learners to Navigate Common Boundary Challenges
with Elizabeth Gaufberg, MD, MPH
Building Effective Teams and Eliminating Barriers
with
co-author Christine Arenson, MD.
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Professionalism Podcast
Professional Formation
and
APHC
launched a podcast,
Healthcare Professionalism: Education, Research & Resources.
Episodes are released
every other Saturday. In the first episode, Preston Reynolds, chair emerita of APHC Board of Directors,
interviews
Dennis Novack, author of the Professional Formation module,
Personal Growth and Professional Formation
, and Kym Montgomery, the co-principle investigator in a three year pilot program for 13 professionalism modules that ended in June.
Professional Formation
modules are free during these times
. (See article above.) Listen free on
iTunes
, Stitcher, etc.
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APHC Members' Benefits
Conferences
- S
hare your conferences and resources. Attend APCH conferences at a discount.
Career Posts
- Post your job on the home page of the
APHC website
open to the public.
Professionalism Education Roundtable
- access to over 10 authors discussing their book chapters
Scholarship
-
Have you written a book or an article? Let us know and we'll publish a synopsis in the newsletter and on the
home page of the APHC website.
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Professional Formation Newsletter Associate Editors
Janet de Groot,
Marco Filho, Raul Perez, Fernanda Soares
and
Cynthia Sheppard Solomon
Please contact
Janet de Groot
if you'd like to contribute articles to this newsletter.
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If
you know someone who would benefit from reading Professional Formation, please pass this along.
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