Critical incidents as a technique for teaching professionalism. Med Teach 2010;32(3):244-9
Date
03/12/2010Pubmed ID
20218840DOI
10.3109/01421590903197001Scopus ID
2-s2.0-77949404622 (requires institutional sign-in at Scopus site) 18 CitationsAbstract
BACKGROUND: The issue of professional behavior in medicine has been extensively discussed in the medical literature and clarity regarding what constitutes professional behavior, and strategies for assessing professionalism have begun to emerge.
AIM: To address the information gap on effective strategies for teaching professionalism.
METHODS: The critical incident technique (CIT) established by Flanagan has proven to be a useful way to structure teaching and/or evaluation of professionalism.
RESULTS: By analyzing 'real-life' occurrences of unprofessional behavior with learners, the CIT yields common terminology and definitions of professionalism that can be explored within a structured framework for discussion.
CONCLUSIONS: CIT is a versatile strategy as it can be utilized with varied audiences (e.g., students, faculty), in a wide array of settings (e.g., workshops, grand rounds). Examples of CIT use associated with teaching professionalism are reviewed and key features associated with its success are identified.
Author List
Rademacher R, Simpson D, Marcdante KMESH terms used to index this publication - Major topics in bold
Clinical CompetenceCurriculum
Humans
Learning
Physician's Role
Social Identification
Students, Medical
Task Performance and Analysis
Teaching
