Teaching Medical Professionalism

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 practicing 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 and are available in downloadable form on our website.

The first resource available to guide those designing and implementing programs on teaching medical professionalism.

Doody Review Services

Reviewer:Kristi J. Ferguson, PhD(University of Iowa Carver College of Medicine)
Description:This collection of chapters from leading experts in the field of teaching professionalism provides a strong theoretical foundation and illustrates components in a cohesive fashion.
Purpose:This book brings together the theory and practice of teaching professionalism. There is currently a burgeoning literature in this area, and it is very useful to have the important work compiled in a single book.
Audience:Those involved in teaching professionalism across the continuum of medical education are the intended audience.
Features:Four sections present the cognitive base, theory, principles, and case studies. These are supplemented by practical materials that can be used for teaching purposes. Uniquely, the book includes suggestions about how to address faculty development concerns in the area of professionalism, an area that has not received a lot of attention.
Assessment:I highly recommend this book to anyone interested in teaching about professionalism. It will be especially useful to those who teach across the continuum of medical education.

Richard L. Cruess, MD, is Professor of Orthopedic Surgery and a Member of the Centre for Medical Education at McGill University. He served as Chair of Orthopedics (1976-1981) and was Dean of the Faculty of Medicine at McGill University from 1981 to
1995. He was President of the Canadian Orthopedic Association (1977-1978), the American Orthopedic Research Society (1975-1976), and the Association of Canadian Medical Colleges (1992-1994). He is an Officer of The Order of Canada and of L'Ordre National du Québec. Since 1995, with his wife, Dr. Sylvia Cruess, he has taught and carried out independent research on professionalism in medicine. They have published widely on the subject and have been invited speakers at universities, hospitals, and professional organizations throughout the world.

Sylvia R. Cruess, MD, is Professor of Medicine and a Member of the Centre for Medical Education at McGill University. She previously served as Director of the Metabolic Day Centre (1968-1978) and as Director of Professional Services (Medical Director) of the Royal Victoria Hospital (1978-1995) in Montreal.

Yvonne Steinert, PhD, is Professor of Family Medicine, Associate Dean for Faculty Development, and the Director of the Centre for Medical Education at McGill University. Dr. Steinert is actively involved in curriculum development at the undergraduate and postgraduate level, the design and delivery of faculty development programs and activities, and medical education research.