Journal of Clinical and Diagnostic Research, ISSN - 0973 - 709X

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Table of Contents - Year : 2016 | Month : May | Volume : 10 | Issue : 5 | Page : JE01 - JE05

The Desired Concept Maps and Goal Setting for Assessing Professionalism in Medicine JE01-JE05

Salman Y. Guraya, Shaista S. Guraya, Nehal Anam Mahabbat, Khulood Yahya Fallatah, Bashaer Ahmad Al-Ahmadi, Hadeel Hadi ALalawi

Dr. Salman Y. Guraya,
Professor, Department of Surgery and Consultant Colorectal Surgeon, College of Medicine Taibah University,
Almadinah Almunawwarah, Saudi Arabia.

Due to the multi-dimensional characteristics of professionalism, no single assessment modality has shown to reliably assess professionalism. This review aims to describe some of the popular assessment tools that are being used to assess professionalism with a view to formulate a framework of assessment of professionalism in medicine. In December 2015, the online research databases of MEDLINE, the Educational Resources Information Center (ERIC), Elton Bryson Stephens Company (EBSCO), SCOPUS, OVID and PsychINFO were searched for full-text English language articles published during 2000 to 2015. MeSH terms “professionalism” AND “duty” AND “assessment” OR “professionalism behavioural” AND “professionalism–cognitive” were used. The research articles that assessed professionalism across medical fields along with other areas of competencies were included. A final list of 35 articles were selected for this review. Several assessment tools are available for assessing professionalism that includes, but not limited to, mini clinical evaluation exercise, standardised direct observation of procedural skills, professionalism mini-evaluation exercise, multi-source feedback and 360 degree evaluation, and case based discussions. Because professionalism is a complex construct, it is less likely that a single assessment strategy will adequately measure it. Since every single assessment tool has its own weaknesses, triangulation involving multiple tools can compensate the shortcomings associated with any single approach. Assessment of professionalism necessitates a combination of modalities at individual, interpersonal, societal, and institutional levels and should be accompanied by feedback and motivational reflection that will, in turn, lead to behaviour and identity formation. The assessment of professionalism in medicine should meet the criteria of validity, reliability, feasibility and acceptability. Educators are urged to enhance the depth and quality of assessment instruments in the existing medical curricula for ensuring validity and reliability of assessment tools for professionalism.