2014 / Kesselheim et al. (8) |
Virtue intrinsic to the practice of medicine |
Humanism; integrity; excellence; compassion; altruism; respect; empathy and commitment |
Case studies, hidden curriculum, feedback |
2015 / Cummings et al. (9) |
Not defined |
Not mentioned |
Taught through conferences, simulation and discussion of clinical cases. Not evaluated. |
2015 / Jameel et al. (10) |
Unwritten social contract between the physician and society (2). Acquisition and maintenance of competence by means of career and values such as honesty, integrity, ethics, responsibility and altruism (2) |
Confidentiality, responsibility, respect for others, honesty, relations with patients, care, altruism, relationship with others, management of conflicts of interest |
Feedback, case studies. OSCE multiples used in the evaluation, to evaluate domains, and written evaluation. |
2015 / Khandelwal et al. (11) |
It is one of the six competencies of the ACGME; own definition not mentioned |
Responsibility, self-control an adaptability; relations with the university, students, preceptors and patients, medical principles; relationship with other members of the health team |
Workshop, an inverted classroom program which focuses on the application of principles of professionalism to challenging real life scenarios, including questions related to social media. Feedback |
2015 / Kung et al. (12) |
Professionalism is the basis of the contract between physician and society (2) |
Altruism, duty, responsibility, justice, honour, integrity, respect |
Taught through reflexive practice and individual sessions. |
2015 / Ning-Zi Sun et al. (13) |
Not defined |
Care, compassion, presence, competence, commitment, altruism and teamwork |
Role modeling |
2015 / Hultman and Wagner (14) |
The ability and willingness to apply knowledge and skill to a greater societal good. Result of a personal commitment to ethics and conduct. One of the six ACGME competencies. |
Integrity, morality and ethics, teamwork, competence, commitment, responsibility, self-control, altruism and autonomy. |
Role modeling, readings, journal clubs. Evaluation by direct observation, 360o feedback and portfolios. |
2016 / Byszewski et al. (15) |
Own definition not mentioned. |
Not mentioned |
Uses role modeling, hidden curriculum. In the evaluation makes use of LEP (learning environment for professionalism). |
2016 / Hochberg et al. (16) |
It is a vital component of surgical training. One of the six competencies of the ACGME; involves personal and communication skills. |
Self-control, responsibility, teamwork, altruism, communication with the patient and family, respect for diversity and clinical excellence. |
Discussion group, videos, role play mini-readings. In the evaluation it uses OSCE to assess the domains. |
2016 / Jauregui et al. (17) |
Professionalism is dynamic, specific culture. Its definition remains a challenge. There is no consensus. One of the six ACGME competencies. |
Clinical excellence, humanism, altruism, duty and service, honour and integrity, responsibility, respect for others. |
Role modeling, questionnaire where each domain is evaluated on a ten-point scale - how much has this factor contributed to what I understand by professionalism? |
2016 / Coverdill et al. (18) |
Acceptability and merit in the care in the passage from the work to the team. |
Care, responsibility, confidentiality, adaptability and commitment. |
Role modeling |
2016 / Riveros et al. (19) |
Professionalism is an essential aspect of the doctor-patient relationship and of the quality of health. One of the six ACGME competencies. |
Ethical behaviour, managing conflicts of interest, altruism, sense of duty, self-assessment, learning throughout one’s life and accepting criticisms. |
Feedback from multiple sources. Does not evaluate all the domains. |
2017 / Kelly et al. (20) |
The construct includes characteristics of personality, values, attitudes and beliefs or desirable qualities displayed by workers during their activity. One of the six ACGME competencies. |
Humanism, honesty, integrity, care, compassion, altruism, empathy, respect for others, duty and service. |
Role modeling, iterative group readings, case discussions, hidden curriculum. Evaluated through feedback from multiple sources, OSCE and reflective diary. |
2017 / Phillips e Dalgarno (21) |
Construct of professionalism encompasses a virtuous, ethical individual who has compassion and practices medicine in a moral and competent manner (22) |
Compassion, care, duty, medical expertise, emotional balance and empathy |
Role modeling, informal and hidden curriculum; evaluation of clinical case by means of illustrative audio, where the domains are evaluated. |
2017 / Cendán et al. (23) |
Complex, dynamic and multidimensional construct, involving individual factors, learning and behaviours, sociocultural norms and presents interpersonal and contextual dimensions. |
Trustworthiness, responsibility, self-control, adaptability, relations with: school, students, preceptors and patients, other team members, medical principles, commitment to scholarship and advancement in the field |
Orientation sessions, mobile platform for professionalism evaluation with positive feedback and feedback from multiple sources. |
2017 / Brissette et al. (24) |
Relationship between doctor and patient which has undergone changes in recent times with technological advances, the explosion of information, the change in health care provision and with the emergence of more complex fields of practice (25) |
Clinical excellence, humanism, altruism, responsibility, duty and service, honour, integrity, respect |
Role modeling by staff, health team members from the university, informal and hidden curriculum, sessions and readings. Uses feedback in teaching and in assessment, anonymous online questionnaire for feedback of student attitudes (survey monkey) |
2017 / Mitchel et al. (26) |
Not defined |
Not mentioned |
Teaches by means of discussion sessions with daily feedback. Evaluates through feedback on communication skills and professionalism. |
2017 / Domen et al. (27) |
Professional identity encompasses values and behaviours gradually developed throughout life (28) |
Interpersonal relationship, tackling differences and prejudice, confidentiality |
Role modeling, workshop with case studies. Evaluation by anonymous online questionnaire (survey monkey) |