Establishing Transdisciplinary Professionalism for Improving Health Outcomes Workshop Summary (2014) / Chapter Skim
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3 Professionalism in Education
3 Professionalism in Education
Pages 21-34
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From page 21... ...
Sylvia Cruess then noted that the right side of the figure shows attributes that are not found in the Hippocratic Oath and are not in the healer tradition. These attributes define degrees of professional autonomy that allow health professionals to set their own rules and regulations for entry into the profession as well as the exit from it.
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From page 22... ...
By learning about professionalism and the social contract, said Sylvia Cruess, students better understand what professionalism is and what their obligations as health professionals will be to society. Students develop their professional identity at this time, and teaching professionalism creates an opportunity to shape their views by looking at where the health professions have failed society.
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From page 23... ...
In this regard, society may determine the nature of the social contract, and therefore professionalism, but because society needs healers, they will need to reach an agreement with the health professionals that preserves trust and satisfies both sides. INNOVATIONS IN TEACHING ABOUT PROFESSIONALISM AND PROFESSIONAL NORMS Workshop moderator Charlotte Exner represented the Association of Schools of Allied Health Professions as part of its Interprofessional Education Task Force.
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From page 24... ...
In this way, associations could motivate their leaders to come together in agreement and could influence their members to join with other professions in forming a social contract with society. Professionalism in Public Health Education Jacquelyn Slomka from the School of Nursing at Case Western Reserve University discussed incorporating the teaching of professionalism into public health courses.
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From page 25... ...
She requires students to observe health care teams at work to identify the interprofessional values the students discussed in class. The experiences include attending multiple interdisciplinary rounds in an intensive care unit, observing a series of institutional ethics committee meetings, or viewing internal review board sessions where research proposals are
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From page 26... ...
She believes that literature and film can educate students not only about compassion but also about their power to influence health care policy to improve community conditions. Teaching Professionalism at a Business School Workshop speaker Patricia Werhane is from the Institute of Business and Professional Ethics at DePaul University.
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From page 27... ...
The systems approach model becomes very complex and chaotic when it is translated from business to health. Werhane drew on the ExxonMobil Ethics Mass media HSE Labor standards Pandemics Pressure Local groups communities Human rights Shareholders Employees Public health Health care policies Corporate Animal Patients management testing Political Private Pricing parties Company sector Clinical trials Physicians Governments Marketing practices Drug/patient safety Access to medicines Pharmacists Suppliers Neglected Customers Organizations diseases Science and Aging Right to health Academia Patents c 2013 Patricia H
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From page 28... ...
28 Uninsured Government(s) CompeƟƟon Public/private and RegulaƟons Insurers Pharma Physicians/ Hospitals and HMOs Pharmacies Industry Prescribers Clinics Pfizer LDC Switzerland PaƟents Media PaƟents FIGURE 3-3 A systems model.
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From page 29... ...
To explain her thinking, Werhane referred to the work of a commission in World War II that brought together a wide array of thinkers from various professional backgrounds and sectors. The commission involved engineers, philosophers, social workers, social scientists, and govern ent officials in m the development of radar in order to win the war.
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From page 30... ...
One lesson Werhane teaches her international students is that disagreement on the prioritization of values is acceptable as long as there is mutual respect among groups. INNOVATIONS IN TEACHING LEADERSHIP THROUGH PROFESSIONALISM Members of the Global Forum who represent schools and institutions in Canada, India, and South Africa have undertaken the development of interprofessional training activities and curricula in the area of leadership for health professionals.
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From page 31... ...
in the workshop to educate and to learn from colleagues about curriculum development. In her remarks, Marietjie de Villiers from the South African Collaborative referred to the Cruesses' slide on physician attributes -- discussed previously in the report -- that parallel desired qualities of a strong leader.
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From page 32... ...
The Indian Collaborative began by reviewing the various professional curricula and found them to be content specific, as well as lacking in cross-professional competencies such as leadership. Because interprofessional education was lacking, representatives from the health professions partnered to come up with shared and collaborative leadership competencies.
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From page 33... ...
In Tassone's view, collaborative leadership as a philosophy and as a leadership program offers the promise and opportunity to root the work of the health professions in social accountability and to emphasize that the social contract will be more powerful than the paradigm of the lone hero. Lessons Learned Forum member and Canadian Collaborative representative Sarita Verma led the discussion about the collaboratives' work.
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From page 34... ...
Presented at the IOM workshop Establishing Transdisciplinary Professionalism for Health. Washington, DC, May 15.
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