The end result of clinical medical education in which the physician becomes a physician – where they consistently demonstrate the attitudes, values, and behaviors expected of one who has come to think, act, and feel like a physician ( Cruess, Cruess, & Steinert, 2016 ).
Published in Chapter:
Overview of Professionalism Competence: Bringing Balance to the Medical Education Continuum
Barry A. Doublestein (Regent University, USA), Walter T. Lee (Duke University Medical School, USA), and Richard M. Pfohl (Leadership Peaks, LLC, USA)
Copyright: © 2020
|Pages: 17
DOI: 10.4018/978-1-7998-2949-2.ch010
Abstract
Lately, the term ‘high-value care' has become a popular mantra among healthcare leaders and policymakers. These people claim that changes are necessary in healthcare to reduce costs, minimize overuse, and optimize outcomes. While few can argue that changes are needed in these areas, there is disagreement as to how to make the largest impact. The authors agree with those who believe that the greatest potential for success is found in professionalism improvements, not through payment or policy reforms. While medical education prides itself on producing highly competent and technically proficient physicians, it has generally neglected professionalism development considering these skills something to be acquired outside of formal medical education. The authors consider recent efforts to define professionalism competency and offer a useful model that brings parity to physician training. If professionalism is the bedrock of high-value care, the time has come to provide physicians with the skills to excel.