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Teaching Professionalism and Ethics
 

Teaching Professionalism and Ethics

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Interactive workshop on teaching Professionalism and Ethics: Dow University of Health Sciences on Jan 18, 2014

Interactive workshop on teaching Professionalism and Ethics: Dow University of Health Sciences on Jan 18, 2014

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  • careful thought about your own behavior and beliefs
  • Milan model of feedback and situation leadership model.Contemplation means "to admire something and think about it."
  • ambivalent] : having or showing very different feelings (such as love and hate) about someone or something at the same time

Teaching Professionalism and Ethics Teaching Professionalism and Ethics Presentation Transcript

  • Teaching professionalism and Ethics Dr. Masood Jawaid Assistant Professor Surgery Dow University of Health Sciences
  • Learning Objective • At the end of workshop participants will be able to: – Define Professionalism – List different attributes of Professional behavior – Explain different methods of teaching Professionalism – Perform exercises on changing behavior
  • Outline Teaching Methods
  • Definition The habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and community being served Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002;287(2):226–235
  • Methods • • • • • • • • Role Model Self Reflection Mentoring Reflective Writing Vignette (CBL/PBL) Workshops Feedback Lectures
  • Vignettes • You are on your hospital’s elevator and you overhear another physician discussing the behavior of one of her patients. Points to consider during discussion • Whose responsibility is it to remind that physician about confidentiality? • What would you do in response to hearing this? • What if the physician is from another department? • What if the physician is a department chair?
  • http://professionalism.jefferson.edu
  • Stage Pre-contemplation ‘Lacks insights into problem’ Intervention Difficult Professional Situation Telling Understand learner’s point of view State opinions Clarify expectations Create tension, awareness of gap between behavior and professional goals • • • • Outcome • • Tension is built between learner’s behavior and goals Increased awareness leads to contemplation Contemplation ‘insight but Ambivalence’ • • • • • Selling Emphasize with the dilemma Explore pros and cons Identify barrier to change Increase tension, discomfort Reduced perception of barriers to change Determination ‘Committed to change’ • • Participating Support commitment Help develop an action plan • Behavior change
  • Its TIME to get up THE END Thanks a lot