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1 erceptions of their own responsibilities and professionalism.
2 tone ratings may better detect problems with professionalism.
3 hey offer some formal instruction related to professionalism.
4 uld provide explicit learning experiences in professionalism.
5 g communication skills, ethics, empathy, and professionalism.
6 etencies, including communication skills and professionalism.
7 hances patient/family autonomy and clinician professionalism.
8 ecrecy, worry and paranoia are just signs of professionalism.
9 d clinician responsibilities consistent with professionalism.
10 s privacy, connectivity, standardization and professionalism.
11 iologists and will have a positive effect on professionalism.
12 ior that undergirds the fundamental bases of professionalism.
13  pay for performance is at odds with medical professionalism.
14 tes, are creating new challenges for medical professionalism.
15 manistic qualities, communication skills, or professionalism.
16 challenges to physician practice and medical professionalism.
17  it can be aligned with the goals of medical professionalism.
18 gree with and act consistently with norms of professionalism.
19 pose challenges to the principles of medical professionalism.
20 ttributes and characteristics used to define professionalism.
21 sical examination and the highest ratings in professionalism.
22 was twice as likely compared with maintained professionalism (2.33, 1.96 to 2.70, I(2)=96%, k=40, n=3
23 physician ratings (adjusted mean difference: professionalism, 2.9 [95% CI, 1.4-4.3] percentage points
24  knowledge of the patient's medical history: professionalism, 2.9 [95% CI, 1.4-4.5] percentage points
25            Educators who attempted to assess professionalism achieved some modest success in reportin
26                                   A sense of professionalism along with various organisational factor
27  are discussed in the context of marketplace professionalism, an environment that provided few qualit
28 onal care, and attention; physician aims for professionalism and autonomy; and public and private pay
29                        Attention is given to professionalism and bureaucracy, institutional forms of
30 for Graduate Medical Education standards for professionalism and cognitive performance and the develo
31 Other positively influencing factors include professionalism and commitment to the nursing profession
32 ems rely heavily on high degrees of skill in professionalism and communication.
33 icts between pay for performance and medical professionalism and conclude that properly designed pay-
34               We first describe critiques of professionalism and current challenges to it, in practic
35                     The relationship between professionalism and distress among medical students is u
36 mponents of a program implemented to promote professionalism and effective communication in their rad
37 eported increased meaningfulness in work and professionalism and enhanced relationships, all intrinsi
38 essness may account for some deviations from professionalism and errors in judgment and technique.
39 charity in the transition from clubbiness to professionalism and evidences a commitment to the experi
40 emphasize eliciting and respecting teachers' professionalism and expertise.
41 ary care specialties, those with higher mean professionalism and ICS Milestones ratings in training r
42                                         Mean professionalism and ICS scores in Milestones evaluations
43                          The competencies of Professionalism and Interpersonal/Professional Communica
44 c included increased meaningfulness of work; professionalism and moral responsibility; enhanced relat
45                         In the past, medical professionalism and professional certification have serv
46  efforts of curriculum reform to incorporate professionalism and the methods used to teach it.
47      A recently retracted article discussing professionalism and young surgeons incites a social medi
48 luding reduced clinical exposure, erosion of professionalism, and inadequate preparation for independ
49 onation related to privacy, confidentiality, professionalism, and informed consent, and increase the
50 ing interpersonal skills, lifelong learning, professionalism, and integration of core knowledge into
51 tes a significantly improved infrastructure, professionalism, and organization of lumbering.
52 are, interpersonal and communication skills, professionalism, and overall medical knowledge.
53  patient care (patient safety incidents, low professionalism, and patient satisfaction).
54 pects of patient safety, continuity of care, professionalism, and resident education but were more li
55 re, practice-based learning and improvement, professionalism, and system-based practice.
56 ing, interpersonal and communication skills, professionalism, and systems-based practice.
57 rticular patient groups, issues of trust and professionalism, and the complexities of end-of-life hea
58                          Evidence supporting professionalism as a critical measure of competence in m
59 ge surgical residency can effectively change professionalism attitudes.
60 d of investigations for violations of online professionalism by using 10 hypothetical vignettes.
61 ty, outdated curricular content, and ethical professionalism challenged by narrow technical training
62  was developed focusing on specific resident professionalism challenges: admitting mistakes, effectiv
63   Interviewing skills, physical examination, professionalism, clinical judgment, counseling, organiza
64   Despite recent guidelines promoting online professionalism, consequences for specific violations by
65 ystem, concern over the integrity of medical professionalism continues to significantly influence bot
66 ttributes and characteristics used to define professionalism contribute to recognizing the behaviors
67 atients according to a behaviorally anchored professionalism criteria checklist.
68 l residents: in 2007 (before instituting the professionalism curriculum in 2008) and again in 2014.
69 ts to determine whether an annual, year-long professionalism curriculum in a large surgical residency
70  in OSCE performance reflects the value of a professionalism curriculum in the care of the patients w
71                                            A professionalism curriculum was developed focusing on spe
72 essed by using indicators for each domain of professionalism developed by the American College of Phy
73 (difference, 0.125 [95% CI, 0.03-0.11]), and professionalism (difference, 0.07 [95% CI, 0-0.11]).
74             We explore how considerations of professionalism, dual agency, patients' and surrogates'
75 own about specific behaviors associated with professionalism during residency.
76 rom an analysis of the writing about medical professionalism during the past year.
77                                              Professionalism education has improved surgical resident
78                                              Professionalism education is a vital component of surgic
79                      Respondents' ratings of professionalism, experience, and friendliness of the mal
80 here have been efforts to define and promote professionalism, few data are available on physician att
81 may reduce investigations and improve online professionalism for physicians.
82 rospect of improving care through increasing professionalism has been gaining momentum among physicia
83                   Formal statements defining professionalism have been abstract and principle based,
84 nt understanding, awareness, and practice of professionalism in a statistically significant manner fr
85 des the ability of physicians to demonstrate professionalism in all the relationships in which they e
86 lly oriented definition makes the pursuit of professionalism in daily practice more accessible and at
87 ting on the values and attitudes required by professionalism in medicine.
88 is review analyzes the literature on medical professionalism in order to inform further study, educat
89 eed to be harnessed to support--not inhibit--professionalism in practice.
90 ies, posing new considerations for physician professionalism in the information age.
91 hips and how to best apply the principles of professionalism in this environment.
92     Our results suggest that the teaching of professionalism in undergraduate medical education varie
93                                              Professionalism, including a value system that supports
94 Accordingly, in this article, we assume that professionalism is an essential aspect of medical practi
95 07 residents received a mean score of 38% of professionalism items "well done" (SD 9%) and the 2014 r
96 in some manner, the strategies used to teach professionalism may not always be adequate.
97                                              Professionalism may not be sufficient to drive the profo
98 s for professionalism with residents' lowest professionalism milestone ratings was 0.44 (95% CI, 0.43
99                                      The new professionalism movement in medical education takes seri
100                                              Professionalism needs to evolve from being conceptualize
101 hese results suggest that concerns about the professionalism of emoji and emoticon use may be unwarra
102 her probed for empathy, personalization, and professionalism of responses.
103 duty to promote the independent judgment and professionalism of their members.
104                                  Higher mean professionalism or ICS Milestones ratings were associate
105 nction retainer medicine under the banner of professionalism or professional ethics will be counterpr
106                                       Lowest professionalism (P) and interpersonal and communication
107 mmercialism of an arena formerly governed by professionalism poses severe hazards to the care of the
108                          This perspective on professionalism provides an opportunity to improve the d
109    Schools use diverse strategies to promote professionalism, ranging from an isolated white-coat cer
110                                        A low professionalism rating on the Residents' Annual Evaluati
111 ns; the risk ranged from 4.0% for the lowest professionalism rating to 0.5% for the highest and from
112                         Progressively better professionalism ratings and ABIM certification examinati
113 ces research evolves, standards of rigor and professionalism remain essential.
114 and social characteristics (educatedness and professionalism), representations emerge early (~80 ms a
115                                      Medical professionalism requires a commitment to improving acces
116                             The median total professionalism score among highly professional resident
117 s were defined as those who received a total professionalism score at the 80th percentile or higher o
118                  In multivariate analysis, a professionalism score in the top 20% of residents was in
119 ofessional than male counterparts (mean [SD] professionalism score: male, 65.8 [25.4]; female, 56.2 [
120 [1.5]; P < .001) and professional (mean [SD] professionalism score: white coat, 4.9 [1.6]; fleece, 3.
121 is of variance was conducted of overall OSCE professionalism scores (% well done) as the dependent va
122 ey were compared with residents who received professionalism scores below the 80th percentile accordi
123 ho received a warning or probation had total professionalism scores in the bottom 20% of residents.
124 P < .001) compared with residents with lower professionalism scores.
125                                              PROFESSIONALISM: Served as President of the New York Aca
126                                              Professionalism should have a central role in medical ac
127                                        These professionalism skills were then evaluated with a 6-stat
128                         For example, for the professionalism subcompetency, residents were classified
129 ing, interpersonal and communication skills, professionalism, systems-based practice, and medical kno
130  5 contextual factors (roles and boundaries, professionalism, team hierarchy, availability, and opera
131 udes that form a collective understanding of professionalism that has emerged within the profession.
132 activities points to a systemic component of professionalism that includes five broad categories of r
133 le proposes a behavioral and systems view of professionalism that provides a practical approach for p
134 g, expert judgment, management of ambiguity, professionalism, time management, learning strategies, a
135          The association of burnout with low professionalism was smallest in physicians older than 50
136                                          Low professionalism was twice as likely compared with mainta
137             Observation-based assessments of professionalism were associated with residents' knowledg
138              Correlation of RAES ratings for professionalism with residents' lowest professionalism m
139   Gender biases were found in impressions of professionalism, with female physicians' roles being mor

 
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