Professionalism in Medical Education

CPD courses are delivered at the Queen's Campus, Stockton through short 4-5 day intensive classroom teaching blocks.

Module Description:

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To develop a good practical understanding of the importance and measurement of non-cognitive properties in medical education.

Content

• Learning theories that are important in medical education
• Historical development of professionalism measures
• Can professionalism be taught?
• The role of role modelling
• Formal, informal and hidden curricula
• Personal Qualities Assessment
• Methods for measurement of attitudes
• Validity and reliability in challenging settings
• Tools and instruments in use in the UK and internationally
• Professional revalidation in the UK and internationally
• Future developments

Learning OutcomesSubject-specific Knowledge:

• By the end of module students will have developed:
• Critical appreciation of the literature on professionalism assessment
• An advanced knowledge and critical understanding of the psychometric properties of professionalism measures
• An awareness of the role of professionalism measures in revalidation of medical practitioners

Subject-specific Skills:

• Students will have gained skills in:
• Practical development and use of professionalism measures
• Interpretation of the outcomes of standard tools
• The ability to integrate professionalism measures with other assessment modalities

Key Skills:

• The capacity for sustained interprofessional learning and work at an advanced level and the ability to learn through reflection on practice and experience
• The ability to communicate effectively across specialised subject and professional areas;
• Enhanced personal effectiveness: advanced skills of self-awareness, time management including working to deadlines, sensitivity to diversity in people and different situations and the ability to sustain learning;
• The ability to select and use appropriate advanced numerical techniques.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lecturing - Explains basic principles in a way that allows learners to build their own understanding - Examines challenges in the literature, not readily resolvable by novices - Provides motivation to learners
• Tutorials and seminars - Allow students to work through concepts in more detail, providing both teacher and peer led input, promoting discussion and developing the interprofessional communication and working skills
• Structured reading - Allows students to pursue topics in greater detail enabling both familiarity with key texts and a deeper understanding of the subject knowledge generally
• Practical sessions - Provide practical guidance and experience in professionalism measures design and development
• Independent study, research and analysis - Focuses student knowledge more deeply by pursuing aspects of the module that are of special interest to themselves.
• Written assessment permits demonstration of students' conceptual and critical understanding, ability to marshal arguments and present them in a written format in a sound and convincing fashion, and to reflect upon the meaning and measures of professionalism in medicine from an educative context.

Lecture 10 weekly 1 hr10Tutorial/seminar 10 weekly 1 hr 30 mins15Structured Reading 10 setsweekly 3 hrs 30Practical exercises 3 Occasionally 26 Library researching/Independent study Student initiatedStudent determined89

Lecture - 10 weekly @ 1 hour = 10hrs

Tutorial/Seminar- 10 weekly @ 1 hour 30 mins = 15hrs

Structured reading -10 sets weekly @ 3 hours = 30hrs

Practical exercises - 3 Occasionally @ 2 hrs = 6hr

Library researching/Independent study - Student initiated/Student determined = 89hrs

Total Hours = 150

Summative Assignment: Essay @ 3000 words = 100%

Formative Assessment: Written comments on presentation in class.