Part I. What Is to Be Taught: 1. The cognitive base of professionalism Sylvia Cruess and Richard Cruess; Part II. Theory: 2. Educational theory and teaching methods in the teaching of professionalism Yvonne Steinert; 3. Professionalism and the socialization of medical students Frederic Hafferty; Part III. Principles: 4. Principles for designing a program for the teaching and learning of professionalism at the undergraduate level Richard Cruess and Sylvia Cruess; 5. Resident formation: a journey into authenticity David Leach; 6. Supporting professionalism in the educational setting: changing the educational environment and the student's 'navigational skills' T. Inui, A. H. Cottingham, R. M. Frankel, D. K. Litzelman, A. L. Suchman and P. R. Williamson; 7. Assessment and remediation in programs of teaching and learning professionalism Louise Arnold and Christine Sullivan; 8. Developing professionalism across the generations Sharon Johnston and Mark Peacock; 9. Faculty development for teaching and evaluating professionalism Yvonne Steinert; 10. The relationship between teaching professionalism and licensing and accrediting bodies Sir Donald Irvine; 11. Educating the public about professionalism Jordan Cohen and Linda Blank; Part IV. Practice: Case Studies in Teaching Professionalism Across the Continuum: 12. Learning professionalism in a traditional or organ-based curriculum Erika Goldstein; 13. Learning professionalism in a problem-based learning curriculum Gillian Maudsley and C. M. Taylor; 14. Learning and fostering professionalism during residency Linda Snell; 15. Continuing professional development: a focus on professionalism Dave Davis.
The first resource available to guide those designing and implementing programs on teaching medical professionalism.
Richard L. Cruess, MD, is Professor of Orthopedic Surgery and a Member of the Centre for Medical Education at McGill University. He served as Chair of Orthopedics (1976-1981) and was Dean of the Faculty of Medicine at McGill University from 1981 to 1995. He was President of the Canadian Orthopedic Association (1977-1978), the American Orthopedic Research Society (1975-1976), and the Association of Canadian Medical Colleges (1992-1994). He is an Officer of The Order of Canada and of L'Ordre National du Quebec. Since 1995, with his wife, Dr. Sylvia Cruess, he has taught and carried out independent research on professionalism in medicine. They have published widely on the subject and have been invited speakers at universities, hospitals, and professional organizations throughout the world. Sylvia R. Cruess, MD, is Professor of Medicine and a Member of the Centre for Medical Education at McGill University. She previously served as Director of the Metabolic Day Centre (1968-1978) and as Director of Professional Services (Medical Director) of the Royal Victoria Hospital (1978-1995) in Montreal. Yvonne Steinert, PhD, is Professor of Family Medicine, Associate Dean for Faculty Development, and the Director of the Centre for Medical Education at McGill University. Dr. Steinert is actively involved in curriculum development at the undergraduate and postgraduate level, the design and delivery of faculty development programs and activities, and medical education research.
'The book is readable and well laid out although it is written from
an academic perspective. It is, therefore, perhaps of most use to
course designers, teaching leads, trainers and other medical
educators who are grappling with these issues.' The Obstetrician
and Gynaecologist online
"This book brings together the theory and practice of teaching professionalism. There is currently a burgeoning literature in this area, and it is very useful to have the important work compiled in a single book...Four sections present the cognitive base, theory, principles, and case studies. These are supplemented by practical materials that can be used for teaching purposes. Uniquely, the book includes suggestions about how to address faculty development concerns in the area of professionalism, an area that has not received a lot of attention...I highly recommend this book to anyone interested in teaching about professionalism. It will be especially useful to those who teach across the continuum of medical education." --Doody's Review Service