ライフサイエンスコーパス: professionalism

1 hey offer some formal instruction related to professionalism.

2 uld provide explicit learning experiences in professionalism.

3 etencies, including communication skills and professionalism.

4 hances patient/family autonomy and clinician professionalism.

5 ecrecy, worry and paranoia are just signs of professionalism.

6 d clinician responsibilities consistent with professionalism.

7 s privacy, connectivity, standardization and professionalism.

8 iologists and will have a positive effect on professionalism.

9 ior that undergirds the fundamental bases of professionalism.

10 pay for performance is at odds with medical professionalism.

11 tes, are creating new challenges for medical professionalism.

12 manistic qualities, communication skills, or professionalism.

13 challenges to physician practice and medical professionalism.

14 it can be aligned with the goals of medical professionalism.

15 gree with and act consistently with norms of professionalism.

16 pose challenges to the principles of medical professionalism.

17 ttributes and characteristics used to define professionalism.

18 tone ratings may better detect problems with professionalism.

19 sical examination and the highest ratings in professionalism.

20 Educators who attempted to assess professionalism achieved some modest success in reportin

21 A sense of professionalism along with various organisational factor

22 are discussed in the context of marketplace professionalism, an environment that provided few qualit

23 onal care, and attention; physician aims for professionalism and autonomy; and public and private pay

24 Attention is given to professionalism and bureaucracy, institutional forms of

25 for Graduate Medical Education standards for professionalism and cognitive performance and the develo

26 Other positively influencing factors include professionalism and commitment to the nursing profession

27 ems rely heavily on high degrees of skill in professionalism and communication.

28 icts between pay for performance and medical professionalism and conclude that properly designed pay-

29 We first describe critiques of professionalism and current challenges to it, in practic

30 The relationship between professionalism and distress among medical students is u

31 mponents of a program implemented to promote professionalism and effective communication in their rad

32 essness may account for some deviations from professionalism and errors in judgment and technique.

33 The competencies of Professionalism and Interpersonal/Professional Communica

34 In the past, medical professionalism and professional certification have serv

35 efforts of curriculum reform to incorporate professionalism and the methods used to teach it.

36 luding reduced clinical exposure, erosion of professionalism, and inadequate preparation for independ

37 onation related to privacy, confidentiality, professionalism, and informed consent, and increase the

38 ing interpersonal skills, lifelong learning, professionalism, and integration of core knowledge into

39 are, interpersonal and communication skills, professionalism, and overall medical knowledge.

40 pects of patient safety, continuity of care, professionalism, and resident education but were more li

41 ing, interpersonal and communication skills, professionalism, and systems-based practice.

42 rticular patient groups, issues of trust and professionalism, and the complexities of end-of-life hea

43 Evidence supporting professionalism as a critical measure of competence in m

44 ge surgical residency can effectively change professionalism attitudes.

45 d of investigations for violations of online professionalism by using 10 hypothetical vignettes.

46 ty, outdated curricular content, and ethical professionalism challenged by narrow technical training

47 was developed focusing on specific resident professionalism challenges: admitting mistakes, effectiv

48 Interviewing skills, physical examination, professionalism, clinical judgment, counseling, organiza

49 Despite recent guidelines promoting online professionalism, consequences for specific violations by

50 ystem, concern over the integrity of medical professionalism continues to significantly influence bot

51 ttributes and characteristics used to define professionalism contribute to recognizing the behaviors

52 atients according to a behaviorally anchored professionalism criteria checklist.

53 l residents: in 2007 (before instituting the professionalism curriculum in 2008) and again in 2014.

54 ts to determine whether an annual, year-long professionalism curriculum in a large surgical residency

55 in OSCE performance reflects the value of a professionalism curriculum in the care of the patients w

56 A professionalism curriculum was developed focusing on spe

57 essed by using indicators for each domain of professionalism developed by the American College of Phy

58 We explore how considerations of professionalism, dual agency, patients' and surrogates'

59 own about specific behaviors associated with professionalism during residency.

60 rom an analysis of the writing about medical professionalism during the past year.

61 Professionalism education has improved surgical resident

62 Professionalism education is a vital component of surgic

63 here have been efforts to define and promote professionalism, few data are available on physician att

64 may reduce investigations and improve online professionalism for physicians.

65 rospect of improving care through increasing professionalism has been gaining momentum among physicia

66 Formal statements defining professionalism have been abstract and principle based,

67 nt understanding, awareness, and practice of professionalism in a statistically significant manner fr

68 des the ability of physicians to demonstrate professionalism in all the relationships in which they e

69 lly oriented definition makes the pursuit of professionalism in daily practice more accessible and at

70 ting on the values and attitudes required by professionalism in medicine.

71 is review analyzes the literature on medical professionalism in order to inform further study, educat

72 eed to be harnessed to support--not inhibit--professionalism in practice.

73 ies, posing new considerations for physician professionalism in the information age.

74 hips and how to best apply the principles of professionalism in this environment.

75 Our results suggest that the teaching of professionalism in undergraduate medical education varie

76 Professionalism, including a value system that supports

77 Accordingly, in this article, we assume that professionalism is an essential aspect of medical practi

78 07 residents received a mean score of 38% of professionalism items "well done" (SD 9%) and the 2014 r

79 in some manner, the strategies used to teach professionalism may not always be adequate.

80 Professionalism may not be sufficient to drive the profo

81 s for professionalism with residents' lowest professionalism milestone ratings was 0.44 (95% CI, 0.43

82 The new professionalism movement in medical education takes seri

83 Professionalism needs to evolve from being conceptualize

84 duty to promote the independent judgment and professionalism of their members.

85 nction retainer medicine under the banner of professionalism or professional ethics will be counterpr

86 mmercialism of an arena formerly governed by professionalism poses severe hazards to the care of the

87 This perspective on professionalism provides an opportunity to improve the d

88 Schools use diverse strategies to promote professionalism, ranging from an isolated white-coat cer

89 A low professionalism rating on the Residents' Annual Evaluati

90 ns; the risk ranged from 4.0% for the lowest professionalism rating to 0.5% for the highest and from

91 Progressively better professionalism ratings and ABIM certification examinati

92 Medical professionalism requires a commitment to improving acces

93 The median total professionalism score among highly professional resident

94 s were defined as those who received a total professionalism score at the 80th percentile or higher o

95 In multivariate analysis, a professionalism score in the top 20% of residents was in

96 is of variance was conducted of overall OSCE professionalism scores (% well done) as the dependent va

97 ey were compared with residents who received professionalism scores below the 80th percentile accordi

98 ho received a warning or probation had total professionalism scores in the bottom 20% of residents.

99 P < .001) compared with residents with lower professionalism scores.

100 PROFESSIONALISM: Served as President of the New York Aca

101 Professionalism should have a central role in medical ac

102 These professionalism skills were then evaluated with a 6-stat

103 ing, interpersonal and communication skills, professionalism, systems-based practice, and medical kno

104 udes that form a collective understanding of professionalism that has emerged within the profession.

105 activities points to a systemic component of professionalism that includes five broad categories of r

106 le proposes a behavioral and systems view of professionalism that provides a practical approach for p

107 g, expert judgment, management of ambiguity, professionalism, time management, learning strategies, a

108 Observation-based assessments of professionalism were associated with residents' knowledg

109 Correlation of RAES ratings for professionalism with residents' lowest professionalism m