Received from the VA Greater Los Angeles Healthcare System (WHS); University of California Los Angeles School of Public Health (WHS), Los Angeles, Calif; The Center for Educational Outcomes at Dartmouth (VAR, GCJ); Dartmouth College (VAR, GCJ); and Dartmouth Medical School (VAR, GCJ), Hanover, NH.
Fostering Professionalism in Medical Education
A Call for Improved Assessment and Meaningful Incentives
Version of Record online: 8 JUL 2004
Journal of General Internal Medicine
Volume 19, Issue 8, pages 887–892, August 2004
How to Cite
Shrank, W. H., Reed, V. A. and Jernstedt, G. C. (2004), Fostering Professionalism in Medical Education. Journal of General Internal Medicine, 19: 887–892. doi: 10.1111/j.1525-1497.2004.30635.x
- Issue online: 8 JUL 2004
- Version of Record online: 8 JUL 2004
- medical education;
Increasing attention has been focused on developing professionalism in medical school graduates. Unfortunately, the culture of academic medical centers and the behaviors that faculty model are often incongruent with our image of professionalism. The need for improved role modeling, better assessment of student behavior, and focused faculty development is reviewed. We propose that the incentive structure be adjusted to reward professional behavior in both students and faculty. The third-year medicine clerkship provides an ideal opportunity for clinician-educators to play a leading role in evaluating, rewarding, and ultimately fostering professionalism in medical school graduates.