BACKGROUND: Professionalism assessment has become necessary for all postgraduate training programs because it is now required for accreditation. To validate the novel items we generated to assess professionalism, we tested whether residents' ratings of faculty they judged as outstanding in professionalism would be distinguishable from those they judged as not outstanding. METHODS: Educators from core clinical disciplines generated 20 items assessing professionalism behaviors on a 7-point frequency scale anchored by "always" and "never." Thirty-five surgical and pediatric residents completed the form twice, anonymously rating 1 faculty member they judged as outstanding and another they judged as not outstanding. RESULTS: The residents produced 69 faculty ratings with means that differed significantly on all items between the outstanding and not-outstanding faculty. The form was highly unidimensional, with the primary factor's eigenvalue being 11.5 and Cronbach's alpha being 0.97. Groups differed most on items, ie, "listens well," "inspires trust," "answers questions directly," and "demonstrates respect for all." CONCLUSION: The behaviors that best distinguished clinical faculty judged by residents as outstanding professionals were listening, trustworthiness, answering directly, and respect.
BACKGROUND: Professionalism assessment has become necessary for all postgraduate training programs because it is now required for accreditation. To validate the novel items we generated to assess professionalism, we tested whether residents' ratings of faculty they judged as outstanding in professionalism would be distinguishable from those they judged as not outstanding. METHODS: Educators from core clinical disciplines generated 20 items assessing professionalism behaviors on a 7-point frequency scale anchored by "always" and "never." Thirty-five surgical and pediatric residents completed the form twice, anonymously rating 1 faculty member they judged as outstanding and another they judged as not outstanding. RESULTS: The residents produced 69 faculty ratings with means that differed significantly on all items between the outstanding and not-outstanding faculty. The form was highly unidimensional, with the primary factor's eigenvalue being 11.5 and Cronbach's alpha being 0.97. Groups differed most on items, ie, "listens well," "inspires trust," "answers questions directly," and "demonstrates respect for all." CONCLUSION: The behaviors that best distinguished clinical faculty judged by residents as outstanding professionals were listening, trustworthiness, answering directly, and respect.
Authors: David A Turner; Geoffrey M Fleming; Margaret Winkler; K Jane Lee; Melinda F Hamilton; Christoph P Hornik; Toni Petrillo-Albarano; Katherine Mason; Richard Mink Journal: Acad Pediatr Date: 2015-04-28 Impact factor: 3.107
Authors: Eiad Alfaris; Farhana Irfan; Fahad D Alosaimi; Shaik Shaffi Ahamed; Gominda Ponnamperuma; Abdullah M A Ahmed; Hisham Almousa; Naif Almotairi; Tamim AlWahibi; Mohammad AlQuaeefli; Faisal AlFwzan; Tareq Alomem; Mohamed M Al-Eraky Journal: Ann Med Date: 2022-12 Impact factor: 5.348
Authors: Walther N K A van Mook; Willem S de Grave; Simone L Gorter; Arno M M Muijtjens; Jan Harm Zwaveling; Lambert W Schuwirth; Cees P M van der Vleuten Journal: Intensive Care Med Date: 2009-09-22 Impact factor: 17.440