BACKGROUND: Development of professionalism is a critical component of a military transitional year residency. Little published research exists to guide programs in meeting this challenge. OBJECTIVE AND METHODS: After significant concerns regarding resident professionalism were raised by Tripler Army Medical Center faculty, a novel transitional residency professionalism curriculum was conceived and implemented. Universal expectations of physician professionalism, as perceived by various stakeholders (patients, parents, faculty, and nurses), were explored using a small group, discussion-based curriculum. This was combined with a small group, discussion-based, lessons-learned project and a military-unique curriculum. RESULTS: Since implementation, the curriculum has had 100% satisfaction on the part of the faculty and 80% to 100% on the part of the residents, as measured by annual review surveys. Although resident professionalism scores on evaluations did not change significantly, the number of adverse actions because of professionalism lapses has decreased steadily in the 4 years since inception, and the program has been without any such actions for the past 18 months. CONCLUSIONS: Our novel transitional residency professionalism curriculum has been successful in a military residency program.
BACKGROUND: Development of professionalism is a critical component of a military transitional year residency. Little published research exists to guide programs in meeting this challenge. OBJECTIVE AND METHODS: After significant concerns regarding resident professionalism were raised by Tripler Army Medical Center faculty, a novel transitional residency professionalism curriculum was conceived and implemented. Universal expectations of physician professionalism, as perceived by various stakeholders (patients, parents, faculty, and nurses), were explored using a small group, discussion-based curriculum. This was combined with a small group, discussion-based, lessons-learned project and a military-unique curriculum. RESULTS: Since implementation, the curriculum has had 100% satisfaction on the part of the faculty and 80% to 100% on the part of the residents, as measured by annual review surveys. Although resident professionalism scores on evaluations did not change significantly, the number of adverse actions because of professionalism lapses has decreased steadily in the 4 years since inception, and the program has been without any such actions for the past 18 months. CONCLUSIONS: Our novel transitional residency professionalism curriculum has been successful in a military residency program.
Authors: William Hendee; Jennifer L Bosma; Linda B Bresolin; Leonard Berlin; R Nick Bryan; Richard B Gunderman Journal: J Am Coll Radiol Date: 2012-03 Impact factor: 5.532
Authors: Mark S Hochberg; Russell S Berman; Adina L Kalet; Sondra R Zabar; Colleen Gillespie; H Leon Pachter Journal: Am J Surg Date: 2011-10-08 Impact factor: 2.565
Authors: Kristine Schulz; Liana Puscas; Debara Tucci; Charles Woodard; David Witsell; Ramon M Esclamado; Walter T Lee Journal: Med Educ Online Date: 2013-10-29