Author/Authors :
Conran, Richard M. Department of Pathology and Anatomy - Eastern Virginia Medical School, Norfolk, VA, USA , Powell, Suzanne Zein-Eldin Department of Pathology and Genomic Medicine - Houston Methodist Hospital, Houston, TX, USA , Domen, Ronald E. Department of Pathology - Penn State Hershey Medical Center and College of Medicine, Hershey, PA, USA , McCloskey, Cindy B. Department of Pathology - University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA , Brissette, Mark D. The Joint Pathology Center - Silver Spring, MD, USA , Cohen, David A. Emory University Hospital - Pathology and Laboratory Medicine, Atlanta, GA, USA , Dixon, Lisa Ross Department of Pathology - Immunology and Laboratory Medicine - University of Florida College of Medicine, Gainesville, FL, USA , George, Melissa Robin Department of Pathology - Penn State Hershey Medical Center and College of Medicine, Hershey, PA, USA , Gratzinger, Dita A. Department of Pathology - Stanford University School of Medicine, Stanford, CA, USA , Post, Miriam D. Department of Pathology - University of Colorado—Anschutz Medical Campus, Aurora, CO, USA , Roberts, Cory A. ProPath Associates, Dallas, TX, USA , Rojiani, Amyn M. Department of Pathology - Augusta University-Medical College of Georgia, Augusta, GA, USA , Timmons Jr, Charles Franklin Department of Pathology - Childrens Medical Center of Dallas, Dallas, TX, USA , Johnson, Kristen College of American Pathologists, Northfield, IL, USA , Hoffman, Robert D. Department of Pathology, Microbiology - and Immunology, Vanderbilt University School of Medicine, Nashville, TN, USA
Abstract :
Professionalism and physician well-being are important topics in academic medicine. Lapses in professional judgment may lead to disciplinary action and put patient’s health at risk. Within medical education, students and trainees are exposed to professionalism in the institution’s formal curriculum and hidden curriculum. Development of professionalism starts early in medical school. Trainees entering graduate medical education already have developed professional behavior. As a learned behavior, development of professional behavior is modifiable. In addition to role modeling by faculty, other modalities are needed. Use of case vignettes based on real-life issues encountered in trainee and faculty behavior can serve as a basis for continued development of professionalism in trainees. Based on the experience of program directors and pathology educators, case vignettes were developed in the domains of service, research, and education and subdivided into the areas of duty, integrity, and respect. General and specific questions pertaining to each case were generated to reinforce model behavior and overcome professionalism issues encountered in the hidden curriculum. To address physician burnout, cases were generated to provide trainees with the skills to deal with burnout and promote well-being.
