The results revealed a cluster of studies related to observed standardized clinical encounters, self-assessment, professionalism, clinical teaching, competencies/milestones, and graduate medical education management strategies.
A comprehensive assessment of professionalism requires both a maximal and a typical performance assessment.
The test of maximal performance in an Objective Structured Clinical Examination (OSCE) format is suggested for the assessment of professionalism in situations that do not occur often.
JCMcL is Professor of Medical Education and has an interest in the assessment of professionalism in medical settings.
The FMD established a framework for the assessment of professionalism, according to a multimodal longitudinal perspective [ 35].
However, assessment of professionalism and behavior has generally relied on informal feedback, which is often considered unreliable and ignored.
Further to this, 79%% of schools reported that some type of assessment of professionalism is used in their admission criteria.
In the last two decades the Liaison Committee on Medical Education [ 2], the Accreditation Council for Graduate Medical Education (ACGME) [ 3], and the American Board of Medical Specialties [ 4] have required formal training and assessment in professionalism for physicians in training and practice.
Recognition of the differences by gender and institution should allow for tailored teaching and assessment of professionalism so that it is most meaningful.
Differences by gender and institution suggest the need for tailored teaching and assessment of professionalism based on systematic analysis of these variables at the institutional level.
It may also reflect their previous medical school learning environment, and whether those schools placed relatively more or less emphasis on the teaching and assessment of professionalism.
