Juan C Cendán1, Analia Castiglioni, Teresa R Johnson, Mike Eakins, Marcia L Verduin, Abdo Asmar, David Metcalf, Caridad Hernandez. 1. J.C. Cendán is professor and chairman, Department of Medical Education, University of Central Florida, Orlando, Florida; ORCID: http://orcid.org/0000-0002-2744-4838. A. Castiglioni is associate professor, Department of Internal Medicine and Department of Medical Education, University of Central Florida, Orlando, Florida. T.R. Johnson is director, Office of Assessment and Evaluation, and assistant professor of health sciences informatics, School of Medicine, Johns Hopkins University, Baltimore, Maryland. M. Eakins is creative lead, University of Central Florida, Institute for Simulation and Training, Mixed Emerging Technology Integration Lab, Orlando, Florida. M.L. Verduin is professor and associate dean for students, Department of Medical Education and Department of Clinical Sciences, University of Central Florida, Orlando, Florida. A. Asmar is associate professor and program director, Internal Medicine Residency Program, Department of Internal Medicine and Department of Medical Education, University of Central Florida, Orlando, Florida. D. Metcalf is director, Mixed Emerging Technology Integration Laboratory, University of Central Florida, Orlando, Florida. C. Hernandez is associate professor, Department of Internal Medicine and Department of Medical Education, University of Central Florida, Orlando, Florida.
Abstract
PURPOSE: Capturing either lapses or excellence in behaviors related to medical professionalism is difficult. The authors report a mixed-methods analysis of a novel mobile platform for assessing medical professionalism in a training environment. METHOD: A mobile Web-based platform to facilitate professionalism assessment in a situated clinical setting (Professional Mobile Monitoring of Behaviors [PROMOBES]) was developed. A professionalism framework consisting of six domains (reliability, adaptability, peer relationships, upholding principles, team relationships, and scholarship) encompassing 25 subelements underpins the reporting structure. This pilot study involved 26 faculty supervising 93 medical trainees at two sites from January 12 to August 8, 2016. Notable professionalism behaviors were linked to the framework domains and elements; narrative details about incidences were captured on mobile devices. Surveys gauged the technological functionality and impact of PROMOBES on faculty assessment of professionalism. Qualitative focus groups were employed to elucidate user experience. RESULTS: Although users anticipated PROMOBES's utility would be for reporting lapses in professionalism, 94.7% of reports were for commendation. Comfort assessing professionalism (P = .04) and recognition of the reporting procedures for professionalism-related concerns (P = .01) improved. PROMOBES attained high acceptance ratings. Focus group analysis revealed that the explicit connection to the professionalism framework was powerful; similarly, the near real-time reporting capability, multiple observer inputs, and positive feedback facilitation were strengths. CONCLUSIONS: Making the professionalism framework visible and accessible via a mobile platform significantly strengthens faculty knowledge and behaviors regarding assessment. The strong desire to capture positive behaviors was an unexpected finding.
PURPOSE: Capturing either lapses or excellence in behaviors related to medical professionalism is difficult. The authors report a mixed-methods analysis of a novel mobile platform for assessing medical professionalism in a training environment. METHOD: A mobile Web-based platform to facilitate professionalism assessment in a situated clinical setting (Professional Mobile Monitoring of Behaviors [PROMOBES]) was developed. A professionalism framework consisting of six domains (reliability, adaptability, peer relationships, upholding principles, team relationships, and scholarship) encompassing 25 subelements underpins the reporting structure. This pilot study involved 26 faculty supervising 93 medical trainees at two sites from January 12 to August 8, 2016. Notable professionalism behaviors were linked to the framework domains and elements; narrative details about incidences were captured on mobile devices. Surveys gauged the technological functionality and impact of PROMOBES on faculty assessment of professionalism. Qualitative focus groups were employed to elucidate user experience. RESULTS: Although users anticipated PROMOBES's utility would be for reporting lapses in professionalism, 94.7% of reports were for commendation. Comfort assessing professionalism (P = .04) and recognition of the reporting procedures for professionalism-related concerns (P = .01) improved. PROMOBES attained high acceptance ratings. Focus group analysis revealed that the explicit connection to the professionalism framework was powerful; similarly, the near real-time reporting capability, multiple observer inputs, and positive feedback facilitation were strengths. CONCLUSIONS: Making the professionalism framework visible and accessible via a mobile platform significantly strengthens faculty knowledge and behaviors regarding assessment. The strong desire to capture positive behaviors was an unexpected finding.
Authors: Norah Duggan; Vernon R Curran; Nicholas A Fairbridge; Diana Deacon; Heidi Coombs; Katherine Stringer; Stephen Pennell Journal: Perspect Med Educ Date: 2021-12