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Lessons from assessing Professionalism through monitoring Professional attitudes and behaviours

Lookup NU author(s): Dr David Kennedy, Professor Brian Lunn

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Abstract

Demonstration of acceptable professional attitudes andbehaviours is an expectation of graduates and a complexarea of assessment in medical school. Building on theconscientiousness index, described by McLachlan et al.(2009), indicators of professionalism are monitored,reviewed and contribute to assessment of professionalattitudes and behaviours. Adherence to procedures(including carrying identification and evaluation), adverseoutcomes from disciplinary procedures (includingassessment irregularities), attendance at compulsoryteaching as well as reporting of unacceptable attitudes andbehaviours (including attitudes and behaviours towardspatients, peers and staff) contribute to the monitoringrecord.ImplementationA Professionalism Issue Notice (PIN) form was devised andmade available to staff. PIN forms enable staff to reportprofessionalism issues ranging from punctuality issuesthrough to inappropriate attitudes and behaviours.PINs are scores between 1 and 10, depending on severity,by a professionalism review panel that meets three timesa year. Where the acceptable threshold in the monitoringrecord is breached students meet a curriculum officer andagree an action plan for improvement.Lessons learntThere has been a significant resource implication inrecording, collating and reviewing all monitored data.Initially there was some resistance by some staff tocomplete PIN forms. A perception that completion of aPIN for something trivial could cause a student to fail wasdealt with by reassurance that no student could fail on thebasis of a single PIN form.The student body generally accepts this form of assessmentand view it as a fairer and more valid method than thereflective essay used previously. Student feedback centresaround ensuring students can access their own PIN formsand monitoring record. We enabled this in the 2015-16academic year.The process helps early identification of students in need ofsupport and referral to wellbeing services.


Publication metadata

Author(s): Kennedy D, Lunn B

Publication type: Conference Proceedings (inc. Abstract)

Publication status: Published

Conference Name: European Board of Medical Assessors Annual Academic Conference: Crossing Boundaries: Assessment in Medical Education

Year of Conference: 2016

Pages: 51-51

Acceptance date: 02/04/2016

Publisher: University of Exeter Medical School

URL: http://medicine.exeter.ac.uk/media/universityofexeter/medicalschool/cpdevents/assessmentinmedicaleducation/EBMA_conference_programme_2016.pdf


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