Teaching professionalism in medical residency programs: a scoping review protocol
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Teaching professionalism in medical residency programs: a scoping review protocol Saeideh Ghaffarifar1, Azam Asghari-Khatooni2, Amirhossein Akbarzadeh3, Ahmad Pourabbas1, Mehran Seif Farshad1, Rasoul Masoomi4 and Fariborz Akbarzadeh1*
Abstract Background: Professionalism is a core competency of medical residents in residency programs. Unprofessional behavior has a negative influence on patient safety, quality of care, and interpersonal relationships. The objective of this scoping review is to map the range of teaching methods of professionalism in medical residency programs (in all specialties and in any setting, whether in secondary, primary, or community care settings). For doing so, all articles which are written in English in any country, regardless of their research design and regardless of the residents’ gender, year of study, and ethnic group will be reviewed. Methods: This proposed scoping review will be directed in agreement with the methodology of the Joanna Briggs Institute for scoping reviews. The six steps of Arksey and O’Malley methodological framework for conducting scoping reviews, updated by Levac et al. (Implement. Sci. 5(1): 69, 2010) will be followed. The findings from this study will be merged with those of the previous Best Evidence Medical Education (BEME) systematic review. All published and unpublished studies from 1980 until the end of 2019 will be reviewed, and the previous BEME review will be updated by the findings of the articles from the beginning of 2010 until the end of 2019. All research designs and all credible evidence will be included in this review. Conclusions: Conducting this scoping review will map the teaching methods of professionalism and will provide an inclusive evidence base to help the medical teachers in the choosing for proper teaching methods for use in their teaching practice. Systematic review registration: Not registered. Keywords: Professionalism, Teaching methods, Medical Residency program, Scoping review
Background Professionalism is “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” [1]. * Correspondence: [email protected] 1 Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran Full list of author information is available at the end of the article
It has different components such as fiduciary obligation, responsiveness to social needs, empathy, respect for others, accountability, commitment to quality and excellence, ability to deal with ambiguity and complexity, and reflection [2]. Professionalism is a necessary part of “entrustable professional activities” (EPAs). EPAs, a relatively new concept in medical education [3], are addressed by accreditation graduate medical councils such as ACGME (Accreditation Council for Graduate Medical Education) [4]. They are addressed in compe
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