New Tools and Paradigms for Assessing Professionalism in the Health Sciences
Times are Changing: Evolution and Revolution in Medical Education – Strategies for Assessment of Skills, Attitudes, and Behaviors across the Health Sciences
Contemporary health science curricula have increasingly expanded beyond teaching knowledge and skills to fostering attitudes, behaviors and elements of professionalism.
The fall IAMSE seminar series addresses approaches by which these qualities and activities can be assessed in learners when they are not easily quantified by standard methods. The presentations will address contemporary approaches to assessing entrustable professional activities, clinical skills, and non-cognitive components critical to careers in health professions such as life-long learning and professional behaviors.
Sessions will focus on using simulation to teach and assess basic science knowledge and skills, assessment of “self-directed, life-long learning”, utilization of standardized patient educators in clinical skills assessment, and effective strategies for assessing professionalism. In addition, there will be a session on “defining competency, milestones and EPAs”, further developing their relationship, and addressing the challenge associated with their assessment. Throughout the series the audience will be invited to contribute to the discussion by sharing their experiences via telephone or our newly implemented backchannel communication leading to a stimulating and thought provoking experience that will inform current thinking on the issues.
Professionalism is a critical component of both undergraduate and graduate medical education. Continual assessment of professionalism is necessary for mastery of this competency and to help learners understand and ultimately develop skills to avoid professionalism lapses. Individual behavior and attitudes are often affected by the overall work and learning environments and role modeling by attending physicians and peer pressure from colleagues can contribute to both positive and unprofessional behaviors. This engaging webinar will provide grounding in the current state of professionalism assessment, insights on the obstacles and strategies for assessing professionalism.
John Mahan, MD
Ohio State University
"For the past 32 years I have had the privilege of working in multiple areas of pediatrics and pediatric nephrology. After my clinical and research training at the University of Minnesota, I began in the tenure track in basic science at the Ohio State University (OSU) and Nationwide Children’s Hospital (NCH) in 1984. In 1990 I was appointed and still serve as Program Director of the NCH General Pediatric Residency Program and in 2003 I started and still direct the NCH Pediatric Nephrology Fellowship Program. I served as Director of the OSU College of Medicine (COM) Center for Education and Scholarship from 2009-2012 and now serve as Assistant Director of Faculty Development in the COM (since 2010). I have led the OSU Professionalism Council Educators Working Group since 2009 and am responsible for the evaluation and ongoing improvement of professionalism education as Director of Competence for Professionalism in the COM. We have recently developed the OSU Professionalism Climate Questionnaire to define the environment so critical for developing professionalism skills in medical education learners and promoting resilience in physicians.
As an OSU Professor I continue to develop and lead medical education programs, and focus on developing and mentoring junior investigators interested in medical education careers. I am fortunate to work in collaborative teams on local and national medical education research projects and recently have begun to extend our efforts to better understand burnout and resilience in pediatric residents as co-founder and director of the Pediatric Resident Burnout Resilience Research Study Consortium."
- 1.00 CE Contact Hours