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The components of the professionalism program are compared in Table 1.
Evaluation of professionalism is an acknowledged 'Achilles heel' in the efforts to develop a complete professionalism program.
Our initial MD undergraduate professionalism program at the University of Ottawa, Ontario, Canada was implemented in 2002.
As part of a complete curriculum renewal process, the professionalism leadership was charged with reviewing the professionalism program and developing recommendations for future implementation.
Stern and Papadakis have set out a realistic strategy for a professionalism program, including the following: setting expectations (codes and charters), providing experience (role models) and evaluating outcomes [ 16].
We report on a survey of medical students which was undertaken at the Faculty of Medicine of the University of Ottawa as part of the review of the professionalism program which had been in place for five years.
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Our students identified several improvements to strengthen professionalism programs, including guest lecturers, awards to staff, and medical program professionalism web pages (Table 4).
Further to this, other medical schools may be able to use this information when reviewing their own professionalism programs.
This exploratory process of professionalism programs across the country can be used by Canadian medical schools to compare themselves to national averages, and further serves as a barometer for medical schools in other countries to use.
It is important that schools provide a longitudinal professionalism curriculum throughout the entire MD Program supported by positive role models and school administrative activities.
But visits to church-based programs in Indiana revealed a wide disparity in the professionalism, curriculum and religious emphasis of church programs that have been awarded government contracts.
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