. Physician leadership 5. Integrated medical record with common support services for all

. Physician leadership 5. Integrated medical record with common support services for all outpatients and inpatients 6. Professional compensation that allows a focus on quality, not quantity 7. Unique professional dress, decorum, and facilitiesRambam Maimonides Medical Journal 6 April 2015 Volume 6 Issue 2 eTeaching and Assessing Medical Professionalism ous settings.15,17 In an environment that is highly competitive, individual physician and institutional professionalism are not just good things, but are necessary for survival. In contrast, unprofessional and disruptive physician behaviors can negatively affect patient willingness to recommend.22 TEACHING AND ASSESSING PROFESSIONALISM SHOULD NOT BE LEFT TO CHANCE ALONE Historically, it has been assumed that medical learners will learn, and practicing physicians will manifest, the precepts, attributes, and behaviors of professionalism. However, in recent years the medical profession has been criticized for perceived and real breaches of professionalism (e.g. inappropriate behaviors,45 violations of online professionalism,46 and financial NS-018 chemical information conflicts of interest9,47,48). In response, health care institutions, medical societies, and accrediting organizations have encouraged and required teaching, assessing, and promoting professionalism (see above). Indeed, teaching and assessing professionalism do not occur by chance alone. In order for medical learners and practicing physicians to be professional, the foundational elements of professionalism (e.g. communication skills and ethics) and the attributes of professionalism–accountability, altruism, excellence, and humanism–should be intentionally taught. In addition, professionalism should be intentionally assessed. Assessment motivates individuals to learn and adhere to professionalism precepts and determines whether competency in professionalism has been achieved.49 HOW SHOULD PROFESSIONALISM BE TAUGHT? Cruess and Cruess have articulated principles for teaching professionalism (Box 2).50,51 First, institutional leaders (e.g. CEOs, deans, department chairs, etc.) should authentically and publicly support teaching professionalism. Such support should include adequate resources (e.g. time for teachers); providing adequate resources conveys the message that professionalism is important and ensures a program’s success. Second, the “cognitive base” of professionalism (e.g. historical roots, definition, values, attributes, behaviors, and associated responsibilities) should be explicitly taught. Third, learning environments should align with the institution’s mission statement and professionalism precepts.Box 2. Not to Be Left to Chance Alone: Principles for Teaching Professionalism.50,51 Institutional leaders should authentically and publicly support teaching professionalism; such support should include adequate resources (e.g. time for teachers) The “cognitive base” of professionalism (e.g. historical roots, definition, values, attributes, behaviors, and associated (��)-BGB-3111MedChemExpress (��)-BGB-3111 duties and responsibilities) should be explicitly taught Learning environments should align with the institution’s mission statement and professionalism precepts Faculty members responsible for teaching professionalism should be highly respected colleagues who have direct access to institutional leadership All faculty members should be familiar with the “cognitive base” of professionalism and provided methods for teaching professionalism (e.g. lectures, role modeling, reflection,.. Physician leadership 5. Integrated medical record with common support services for all outpatients and inpatients 6. Professional compensation that allows a focus on quality, not quantity 7. Unique professional dress, decorum, and facilitiesRambam Maimonides Medical Journal 6 April 2015 Volume 6 Issue 2 eTeaching and Assessing Medical Professionalism ous settings.15,17 In an environment that is highly competitive, individual physician and institutional professionalism are not just good things, but are necessary for survival. In contrast, unprofessional and disruptive physician behaviors can negatively affect patient willingness to recommend.22 TEACHING AND ASSESSING PROFESSIONALISM SHOULD NOT BE LEFT TO CHANCE ALONE Historically, it has been assumed that medical learners will learn, and practicing physicians will manifest, the precepts, attributes, and behaviors of professionalism. However, in recent years the medical profession has been criticized for perceived and real breaches of professionalism (e.g. inappropriate behaviors,45 violations of online professionalism,46 and financial conflicts of interest9,47,48). In response, health care institutions, medical societies, and accrediting organizations have encouraged and required teaching, assessing, and promoting professionalism (see above). Indeed, teaching and assessing professionalism do not occur by chance alone. In order for medical learners and practicing physicians to be professional, the foundational elements of professionalism (e.g. communication skills and ethics) and the attributes of professionalism–accountability, altruism, excellence, and humanism–should be intentionally taught. In addition, professionalism should be intentionally assessed. Assessment motivates individuals to learn and adhere to professionalism precepts and determines whether competency in professionalism has been achieved.49 HOW SHOULD PROFESSIONALISM BE TAUGHT? Cruess and Cruess have articulated principles for teaching professionalism (Box 2).50,51 First, institutional leaders (e.g. CEOs, deans, department chairs, etc.) should authentically and publicly support teaching professionalism. Such support should include adequate resources (e.g. time for teachers); providing adequate resources conveys the message that professionalism is important and ensures a program’s success. Second, the “cognitive base” of professionalism (e.g. historical roots, definition, values, attributes, behaviors, and associated responsibilities) should be explicitly taught. Third, learning environments should align with the institution’s mission statement and professionalism precepts.Box 2. Not to Be Left to Chance Alone: Principles for Teaching Professionalism.50,51 Institutional leaders should authentically and publicly support teaching professionalism; such support should include adequate resources (e.g. time for teachers) The “cognitive base” of professionalism (e.g. historical roots, definition, values, attributes, behaviors, and associated duties and responsibilities) should be explicitly taught Learning environments should align with the institution’s mission statement and professionalism precepts Faculty members responsible for teaching professionalism should be highly respected colleagues who have direct access to institutional leadership All faculty members should be familiar with the “cognitive base” of professionalism and provided methods for teaching professionalism (e.g. lectures, role modeling, reflection,.