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Teaching professionalism in medical education: A Best Evidence in Medical Education (BEME) systematic review

Authors: Hudson Birden, Ian Wilson, Michelle Harrison, Tim Usherwood, and Duncan Nass
Med Teach 2013, 35(7):e1252-66

The authors reviewed and synthesized results from 43 best evidence papers, with the objective to answer what works in teaching professionalism, how does it work, why does it work and what does it teach (what changes in knowledge, attitude, and behaviour have been demonstrated, and if professionalism is a holistic construct or an individual attribute).

The practical conclusions they arrive to are that:

• Role modelling and personal reflections, ideally guided by faculty, are the important elements in current teaching programs, and are widely held to be the most effective techniques for developing professionalism.
• The institutional teaching environment plays a critical role in the development, implementation, and evaluation of a successful professional curriculum.
• To date, there is not a unifying theoretical or practical model to integrate the teaching of professionalism into the medical curriculum.

You can download the full systematic review by clicking here. Or you may download a summary (BEME Guide Nº 25) by clicking here.

I have no financial interest in this article.

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