Teaching Medical Professionalism pdf epub mobi txt 電子書 下載2026
出版者:
作者:Cruess, Richard L. (EDT)/ Cruess, Sylvia R. (EDT)/ Steinert, Yvonne (EDT)
出品人:
頁數:326
译者:
出版時間:2008-10
價格:$ 101.70
裝幀:
isbn號碼:9780521881043
叢書系列:
圖書標籤:
- 醫學專業性
- 專業素養
- 醫學教育
- 倫理學
- 溝通技巧
- 患者安全
- 醫療質量
- 職業發展
- 臨床技能
- 醫患關係
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具體描述
Until recently professionalism was transmitted by respected role models, a method that depended heavily on the presence of a homogeneous society sharing values. This is no longer true, and medical schools and postgraduate training programs in the developed world are now actively teaching professionalism to students and trainees. In addition, licensing and certifying bodies are attempting to assess the professionalism of practising physicians on an ongoing basis. This is the only book available to provide guidance to those designing and implementing programs on teaching professionalism. It outlines the cognitive base of professionalism, provides a theoretical basis for teaching the subject, gives general principles for establishing programs at various levels (undergraduate, postgraduate, and continuing professional development), and documents the experience of institutions who are leaders in the field. Teaching aids that have been used successfully by contributors are included as an appendix.
這本書“Teaching Medical Professionalism”是一部旨在為醫學教育和職業發展提供係統性指導的著作，其核心目標是培養學生和專業人士在復雜醫療環境中做齣符閤倫理標準、具備專業素養的決策。內容涵蓋瞭醫學教育的理論與實踐，重點探討瞭如何在真實臨床情境中平衡倫理要求與專業要求。書中詳細描述瞭教學設計思路，通過案例分析、模擬訓練和反思性學習等方法，幫助讀者理解醫療實踐中的道德睏境，並學會在多變的環境中堅持正確的職業行為。 書籍強調瞭醫學教育不僅僅是知識的傳授，更是一個培養責任感與同理心的重要過程。作者深入剖析瞭不同背景下專業人員麵臨的倫理挑戰，提供瞭切實可行的策略，如如何處理患者隱私、決策權與自主性之間的矛盾，以及在資源分配等問題上進行公平閤理的判斷。此外，該書還注重對學生職業素養的塑造，倡導通過持續的反思和自我評估來提升專業能力，使其成為未來醫療實踐中的堅實基礎。 在教學方法方麵，“Teaching Medical Professionalism”詳細介紹瞭多種教育手段，包括互動式討論、情境模擬以及跨學科閤作，以增強學習者的實際操作能力。這些內容不僅幫助讀者理解理論框架，更為其提供瞭具體應用的工具和技巧。書中還強調瞭文化敏感性與全球視野的重要性，特彆適用於那些在國際醫療體係中工作或開展跨國閤作的人員。 整體而言，這本書通過係統、深入的內容構建，為讀者提供瞭一種全方位的醫學專業發展路徑。它不僅關注知識的積纍，更關注如何將這些知識轉化為實際行動，成為一個引導人與人之間建立信任與閤作的重要文獻。這本書對於希望提升醫療職業素養、應對復雜倫理問題的教育者和實踐者，都是一份寶貴的資源。 該書結構清晰，邏輯嚴密，內容豐富，每一部分都經過深思熟慮，以確保讀者能在閱讀過程中獲得實用且可操作的建議。通過詳細的案例分析和理論探討，這本書幫助學習者更好地理解醫學職業所需的道德基礎與實踐能力，使其在專業發展道路上走得更穩、更堅定。整個篇幅閤理分布，既兼顧瞭基礎知識，又注重前沿思考，為讀者提供全麵而深入的閱讀體驗。
作者簡介
目錄資訊
Cover......Page 1
Half-title......Page 3
Title......Page 5
Copyright......Page 6
Contents......Page 7
List of Contributors......Page 9
ADDRESSING THREATS TO THE INTEGRITY OF THE PRACTICE OF MEDICINE......Page 11
PROFESSIONALISM AS A FRAMEWORK FOR PREPARING PHYSICIANS......Page 12
PROFESSIONALISM ACROSS THE CONTINUUM OF MEDICAL EDUCATION......Page 13
PUTTING THE PRACTICE AT THE CENTER......Page 15
PROFESSIONALISM AS THE INTEGRATION OF APPRENTICESHIP......Page 16
Introduction......Page 19
REFERENCES......Page 22
PART ONE What Is to Be Taught......Page 23
1 The Cognitive Base of Professionalism......Page 25
HISTORICAL ROOTS......Page 26
THE CHALLENGE OF DEFINING PROFESSIONALISM......Page 27
DEFINITIONS......Page 28
THE ATTRIBUTES......Page 30
Changes in the Attributes......Page 32
Changes in the Attributes of the Professional......Page 34
Changes in the Attributes Shared by the Healer and the Professional......Page 35
MEDICINE’S SOCIAL CONTRACT WITH SOCIETY......Page 36
Implications of the Use of the Term ‘‘Social Contract’’......Page 39
SUMMARY......Page 40
REFERENCES......Page 41
PART TWO Theory......Page 47
2 Educational Theory and Strategies for Teaching and Learning Professionalism......Page 49
Why Situated Learning?......Page 50
The Situated Learning Model......Page 51
THE CYCLE OF INSTRUCTIONAL DESIGN......Page 56
Principles of Adult Learning......Page 57
The Experiential Learning Cycle......Page 58
Selecting Educational Strategies and Methods......Page 59
Evaluating Outcome......Page 60
Role Modeling......Page 61
The Use of Case Vignettes and Case Presentations......Page 62
Narrative Medicine......Page 63
Portfolio Learning......Page 64
The Culture of Medicine......Page 65
REFERENCES......Page 66
INTRODUCTION......Page 71
The Rise of Nostalgic Professionalism......Page 73
Deconstructing Nostalgia......Page 75
THE MEDICAL SCHOOL AS A SITE OF OCCUPATIONAL SOCIALIZATION......Page 76
Introduction......Page 77
Socialization Theory......Page 78
PROFESSIONALISM AS A FORM OF SOCIAL CONTROL......Page 80
Medical Education as Resocialization......Page 81
CONCLUSIONS......Page 82
REFERENCES......Page 85
PART THREE Principles......Page 89
4 Principles for Designing a Program for the Teaching and Learning of Professionalism at the Undergraduate Level......Page 91
PRINCIPLES......Page 92
Allocation of Responsibility......Page 93
The Environment......Page 94
The Cognitive Base......Page 95
Experiential Learning and Self-Reflection......Page 96
Role Modeling......Page 98
Faculty Development......Page 100
Continuity......Page 101
Evaluation......Page 102
An Incremental Approach......Page 103
REFERENCES......Page 104
5 Resident Formation – A Journey to Authenticity: Designing a Residency Program That Educes Professionalism......Page 111
THE CONTEXT OF THE WORK......Page 115
Design Feature 1: Work with rather than against Human Nature......Page 117
Design Feature 2: Enable Reflective Practice......Page 118
Design Feature 4: Validating and Mining the Resident’s Feelings......Page 119
Design Feature 6: Getting Discretion and Discipline Right......Page 120
Design Feature 8: Social Justice......Page 121
Design Feature 9: Linking Evaluations to System Improvement......Page 122
CONCLUSIONS......Page 123
REFERENCES......Page 124
6 Supporting Teaching and Learning of Professionalism – Changing the Educational Environment and Students’ ‘‘Navigational Skills"......Page 126
REFERENCES......Page 139
Assessment’s Role......Page 142
Assessment Methods......Page 143
Specific Approaches to Assessing Faculty’s Professionalism......Page 148
Assessment Issues and Recommendations......Page 149
Identifying the Lapse......Page 150
The Remediation Process......Page 151
Techniques for Remediation......Page 152
Likelihood of Success......Page 153
An Example of a Remediation Plan......Page 154
EVALUATION OF THE ENVIRONMENT......Page 156
REFERENCES......Page 158
8 Developing Professionalism across the Generations......Page 168
COMMON GROUND......Page 169
GENERATIONAL DIFFERENCES......Page 171
SOCIAL CHANGE......Page 172
CAREER STAGE......Page 173
TEACHING STRATEGIES......Page 174
TEACHING STRATEGIES FOR MEDICAL STUDENTS......Page 175
STRATEGIES FOR OLDER PHYSICIANS......Page 178
REFERENCES......Page 179
9 Faculty Development for Teaching and Learning Professionalism......Page 183
WHY FACULTY DEVELOPMENT IS NEEDED......Page 184
GENERAL GUIDELINES FOR DESIGNING A FACULTY DEVELOPMENT PROGRAM......Page 185
Target Diverse Stakeholders......Page 186
Workshop, Seminars, and Short Courses......Page 187
Web-Based Learning......Page 188
Incorporate Principles of Adult Learning and Instructional Design......Page 189
Promote Buy-In and Market Effectively......Page 190
PRINCIPLES FOR DESIGNING FACULTY DEVELOPMENT PROGRAMS TO PROMOTE THE TEACHING AND LEARNING OF PROFESSIONALISM......Page 191
Start with a Focus on Teaching......Page 192
Faculty Development to Promote Curriculum Development and Organizational Change......Page 193
Process......Page 194
‘‘Think Tank’’ on Teaching Professionalism......Page 196
Faculty-Wide Workshop on Teaching Professionalism......Page 197
Faculty-wide Workshop on Evaluating the Physician as Healer and Professional......Page 198
CONCLUSIONS......Page 199
REFERENCES......Page 200
INTRODUCTION......Page 203
Patients’ Ideas of a Good Doctor......Page 205
Public Expectations of Professional Regulation......Page 206
Evolving Ideas about Professionalism and Professional Regulation......Page 208
New Professionalism, New Professional Regulation......Page 210
Professional Standards......Page 211
New Professionalism, New Learning, and Teaching......Page 213
REFERENCES......Page 215
INTRODUCTION: FRAMING THE ISSUE......Page 218
The Public’s Stake in Medical Professionalism......Page 219
EDUCATING THE PUBLIC ABOUT PROFESSIONALISM......Page 220
IN PREPARATION FOR EDUCATING THE PUBLIC......Page 221
Harnessing the Mini-Med School......Page 222
Engaging Hospital-Based Programs......Page 223
Enlisting Professional Organizations......Page 224
REFERENCES......Page 225
PART FOUR Practice: Case Studies in Teaching Professionalism across the Continuum......Page 227
INTRODUCTION......Page 229
UWSOM STRUCTURE......Page 230
Preclinical Curriculum......Page 232
ICM I......Page 233
ICM II......Page 235
Professionalism Working Group......Page 236
Clinical Curriculum......Page 238
Other Components......Page 239
REFERENCES......Page 241
BACKGROUND......Page 243
THE CONTEXT......Page 245
OPPORTUNITIES FOR LEARNING PROFESSIONALISM......Page 250
ASSESSING PROFESSIONALISM AND FITNESS FOR PRACTICE......Page 253
CURRICULUM EVALUATION AND IMPLEMENTATION ISSUES FOR PROMOTING PROFESSIONALISM IN A PROBLEM-BASED CURRICULUM......Page 255
LESSONS LEARNED......Page 258
REFERENCES......Page 259
THE CONTEXT......Page 264
TRANSLATING CONCEPTS INTO EDUCATIONAL PRACTICE: A FRAMEWORK......Page 265
Learning the Cognitive Base......Page 267
Academic Half-Day on Professionalism......Page 268
Other Large-Group Learning Activities to Teach the Cognitive Base......Page 270
Developing Professional Attitudes and Fostering Professional Behaviors: Transferring Learning into Practice......Page 271
The Learning Environment......Page 272
Evaluation......Page 274
Faculty Development......Page 276
LESSONS LEARNED......Page 277
REFERENCES......Page 279
The Case for Continuing Professional Development in Professionalism......Page 281
Addressing the Gap......Page 283
The Audience and Their Clinical World......Page 284
The Adult Learner......Page 285
What Do Learners Need or Want?......Page 286
Subjective Needs Assessment......Page 287
DECIDING ON THE CONTENT AND FORMAT: INCORPORATING PROFESSIONALISM INTO CPD......Page 288
Increasing Relevance: The Clinical Scenario......Page 289
Increasing Engagement......Page 290
Faculty Development......Page 291
Competence......Page 292
REFERENCES......Page 293
SOCIAL SCIENCES LITERATURE......Page 297
SELECTED DEFINITIONS FROM THE MEDICAL LITERATURE......Page 299
MEDICAL ORGANIZATIONS......Page 300
ATTRIBUTES OF BOTH THE HEALER AND THE PROFESSIONAL......Page 303
ATTRIBUTES OF THE PROFESSIONAL......Page 304
FOR UNDERGRADUATE CLINICAL MEDICAL STUDENTS......Page 305
Case #1......Page 306
Case #3......Page 307
Case #5......Page 308
APPENDIX D A Matrix for ‘‘Matching’’ Teaching Methods to Attributes......Page 309
APPENDIX E Sample Grid for Use with Discussion of Vignettes......Page 310
APPENDIX F Sample Questions to Guide Discussion about the Social Contract......Page 312
APPENDIX G Professionalism Program for Residents: Suggested Outline for Small Group Facilitators......Page 313
APPENDIX H Sample Evaluation Form for Residents’ Half-Day Program on Professionalism......Page 315
Index......Page 317
· · · · · · (收起)
Half-title......Page 3
Title......Page 5
Copyright......Page 6
Contents......Page 7
List of Contributors......Page 9
ADDRESSING THREATS TO THE INTEGRITY OF THE PRACTICE OF MEDICINE......Page 11
PROFESSIONALISM AS A FRAMEWORK FOR PREPARING PHYSICIANS......Page 12
PROFESSIONALISM ACROSS THE CONTINUUM OF MEDICAL EDUCATION......Page 13
PUTTING THE PRACTICE AT THE CENTER......Page 15
PROFESSIONALISM AS THE INTEGRATION OF APPRENTICESHIP......Page 16
Introduction......Page 19
REFERENCES......Page 22
PART ONE What Is to Be Taught......Page 23
1 The Cognitive Base of Professionalism......Page 25
HISTORICAL ROOTS......Page 26
THE CHALLENGE OF DEFINING PROFESSIONALISM......Page 27
DEFINITIONS......Page 28
THE ATTRIBUTES......Page 30
Changes in the Attributes......Page 32
Changes in the Attributes of the Professional......Page 34
Changes in the Attributes Shared by the Healer and the Professional......Page 35
MEDICINE’S SOCIAL CONTRACT WITH SOCIETY......Page 36
Implications of the Use of the Term ‘‘Social Contract’’......Page 39
SUMMARY......Page 40
REFERENCES......Page 41
PART TWO Theory......Page 47
2 Educational Theory and Strategies for Teaching and Learning Professionalism......Page 49
Why Situated Learning?......Page 50
The Situated Learning Model......Page 51
THE CYCLE OF INSTRUCTIONAL DESIGN......Page 56
Principles of Adult Learning......Page 57
The Experiential Learning Cycle......Page 58
Selecting Educational Strategies and Methods......Page 59
Evaluating Outcome......Page 60
Role Modeling......Page 61
The Use of Case Vignettes and Case Presentations......Page 62
Narrative Medicine......Page 63
Portfolio Learning......Page 64
The Culture of Medicine......Page 65
REFERENCES......Page 66
INTRODUCTION......Page 71
The Rise of Nostalgic Professionalism......Page 73
Deconstructing Nostalgia......Page 75
THE MEDICAL SCHOOL AS A SITE OF OCCUPATIONAL SOCIALIZATION......Page 76
Introduction......Page 77
Socialization Theory......Page 78
PROFESSIONALISM AS A FORM OF SOCIAL CONTROL......Page 80
Medical Education as Resocialization......Page 81
CONCLUSIONS......Page 82
REFERENCES......Page 85
PART THREE Principles......Page 89
4 Principles for Designing a Program for the Teaching and Learning of Professionalism at the Undergraduate Level......Page 91
PRINCIPLES......Page 92
Allocation of Responsibility......Page 93
The Environment......Page 94
The Cognitive Base......Page 95
Experiential Learning and Self-Reflection......Page 96
Role Modeling......Page 98
Faculty Development......Page 100
Continuity......Page 101
Evaluation......Page 102
An Incremental Approach......Page 103
REFERENCES......Page 104
5 Resident Formation – A Journey to Authenticity: Designing a Residency Program That Educes Professionalism......Page 111
THE CONTEXT OF THE WORK......Page 115
Design Feature 1: Work with rather than against Human Nature......Page 117
Design Feature 2: Enable Reflective Practice......Page 118
Design Feature 4: Validating and Mining the Resident’s Feelings......Page 119
Design Feature 6: Getting Discretion and Discipline Right......Page 120
Design Feature 8: Social Justice......Page 121
Design Feature 9: Linking Evaluations to System Improvement......Page 122
CONCLUSIONS......Page 123
REFERENCES......Page 124
6 Supporting Teaching and Learning of Professionalism – Changing the Educational Environment and Students’ ‘‘Navigational Skills"......Page 126
REFERENCES......Page 139
Assessment’s Role......Page 142
Assessment Methods......Page 143
Specific Approaches to Assessing Faculty’s Professionalism......Page 148
Assessment Issues and Recommendations......Page 149
Identifying the Lapse......Page 150
The Remediation Process......Page 151
Techniques for Remediation......Page 152
Likelihood of Success......Page 153
An Example of a Remediation Plan......Page 154
EVALUATION OF THE ENVIRONMENT......Page 156
REFERENCES......Page 158
8 Developing Professionalism across the Generations......Page 168
COMMON GROUND......Page 169
GENERATIONAL DIFFERENCES......Page 171
SOCIAL CHANGE......Page 172
CAREER STAGE......Page 173
TEACHING STRATEGIES......Page 174
TEACHING STRATEGIES FOR MEDICAL STUDENTS......Page 175
STRATEGIES FOR OLDER PHYSICIANS......Page 178
REFERENCES......Page 179
9 Faculty Development for Teaching and Learning Professionalism......Page 183
WHY FACULTY DEVELOPMENT IS NEEDED......Page 184
GENERAL GUIDELINES FOR DESIGNING A FACULTY DEVELOPMENT PROGRAM......Page 185
Target Diverse Stakeholders......Page 186
Workshop, Seminars, and Short Courses......Page 187
Web-Based Learning......Page 188
Incorporate Principles of Adult Learning and Instructional Design......Page 189
Promote Buy-In and Market Effectively......Page 190
PRINCIPLES FOR DESIGNING FACULTY DEVELOPMENT PROGRAMS TO PROMOTE THE TEACHING AND LEARNING OF PROFESSIONALISM......Page 191
Start with a Focus on Teaching......Page 192
Faculty Development to Promote Curriculum Development and Organizational Change......Page 193
Process......Page 194
‘‘Think Tank’’ on Teaching Professionalism......Page 196
Faculty-Wide Workshop on Teaching Professionalism......Page 197
Faculty-wide Workshop on Evaluating the Physician as Healer and Professional......Page 198
CONCLUSIONS......Page 199
REFERENCES......Page 200
INTRODUCTION......Page 203
Patients’ Ideas of a Good Doctor......Page 205
Public Expectations of Professional Regulation......Page 206
Evolving Ideas about Professionalism and Professional Regulation......Page 208
New Professionalism, New Professional Regulation......Page 210
Professional Standards......Page 211
New Professionalism, New Learning, and Teaching......Page 213
REFERENCES......Page 215
INTRODUCTION: FRAMING THE ISSUE......Page 218
The Public’s Stake in Medical Professionalism......Page 219
EDUCATING THE PUBLIC ABOUT PROFESSIONALISM......Page 220
IN PREPARATION FOR EDUCATING THE PUBLIC......Page 221
Harnessing the Mini-Med School......Page 222
Engaging Hospital-Based Programs......Page 223
Enlisting Professional Organizations......Page 224
REFERENCES......Page 225
PART FOUR Practice: Case Studies in Teaching Professionalism across the Continuum......Page 227
INTRODUCTION......Page 229
UWSOM STRUCTURE......Page 230
Preclinical Curriculum......Page 232
ICM I......Page 233
ICM II......Page 235
Professionalism Working Group......Page 236
Clinical Curriculum......Page 238
Other Components......Page 239
REFERENCES......Page 241
BACKGROUND......Page 243
THE CONTEXT......Page 245
OPPORTUNITIES FOR LEARNING PROFESSIONALISM......Page 250
ASSESSING PROFESSIONALISM AND FITNESS FOR PRACTICE......Page 253
CURRICULUM EVALUATION AND IMPLEMENTATION ISSUES FOR PROMOTING PROFESSIONALISM IN A PROBLEM-BASED CURRICULUM......Page 255
LESSONS LEARNED......Page 258
REFERENCES......Page 259
THE CONTEXT......Page 264
TRANSLATING CONCEPTS INTO EDUCATIONAL PRACTICE: A FRAMEWORK......Page 265
Learning the Cognitive Base......Page 267
Academic Half-Day on Professionalism......Page 268
Other Large-Group Learning Activities to Teach the Cognitive Base......Page 270
Developing Professional Attitudes and Fostering Professional Behaviors: Transferring Learning into Practice......Page 271
The Learning Environment......Page 272
Evaluation......Page 274
Faculty Development......Page 276
LESSONS LEARNED......Page 277
REFERENCES......Page 279
The Case for Continuing Professional Development in Professionalism......Page 281
Addressing the Gap......Page 283
The Audience and Their Clinical World......Page 284
The Adult Learner......Page 285
What Do Learners Need or Want?......Page 286
Subjective Needs Assessment......Page 287
DECIDING ON THE CONTENT AND FORMAT: INCORPORATING PROFESSIONALISM INTO CPD......Page 288
Increasing Relevance: The Clinical Scenario......Page 289
Increasing Engagement......Page 290
Faculty Development......Page 291
Competence......Page 292
REFERENCES......Page 293
SOCIAL SCIENCES LITERATURE......Page 297
SELECTED DEFINITIONS FROM THE MEDICAL LITERATURE......Page 299
MEDICAL ORGANIZATIONS......Page 300
ATTRIBUTES OF BOTH THE HEALER AND THE PROFESSIONAL......Page 303
ATTRIBUTES OF THE PROFESSIONAL......Page 304
FOR UNDERGRADUATE CLINICAL MEDICAL STUDENTS......Page 305
Case #1......Page 306
Case #3......Page 307
Case #5......Page 308
APPENDIX D A Matrix for ‘‘Matching’’ Teaching Methods to Attributes......Page 309
APPENDIX E Sample Grid for Use with Discussion of Vignettes......Page 310
APPENDIX F Sample Questions to Guide Discussion about the Social Contract......Page 312
APPENDIX G Professionalism Program for Residents: Suggested Outline for Small Group Facilitators......Page 313
APPENDIX H Sample Evaluation Form for Residents’ Half-Day Program on Professionalism......Page 315
Index......Page 317
· · · · · · (收起)
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