There are no products in the cart.



Teaching Medical Professionalism
Cruess, R. — Cruess, S. — Steinert, Y.
2ª Edition May 2016
English
ISBN 9781316552131
Publisher CAMBRIDGE
Printed Book

-5%
66,75 €63,41 €VAT included
64,18 €60,97 €VAT not included
Receive it within
2 - 3 weeks
Electronic Book
-5%
60,67 €57,64 €VAT included
58,34 €55,42 €VAT not included
OnLine Access
Immediate
This eBook uses the Bookshelf platform.
What is Bookshelf?
Bookshelf is a tool for managing your eBooks. With online access, you will have a library with all your eBooks. To learn more about Bookshelf, watch an explanatory video .
The eBooks you purchase can be used directly in the browser through the web application Bookshelf Online You can also download them to a Native App to read them anytime and on any device, even when you don't have internet access.
The purchase includes 1 year of Bookshelf Online. The downloaded copy on your device does not expire.
Native Applications
For computers with the following systems:
For mobile devices:
Functionality
The Bookshelf apps offer functionality that goes beyond what printed books provide:
- Online and offline access on mobile or desktop devices
- Bookmarks, highlights, and notes synchronized across all your devices
- Study tools like shared notes and integration with Microsoft OneNote
- Search and navigation of content across your entire Library
- Interactive notebook and text-to-speech functionality
- Online search for additional information by highlighting a word or phrase
Description
This book presents ideas, evidence and guidance for those interested in using the most recent advances in knowledge about learning and human development to enhance medical education's ability to form competent, caring and publicly responsible physicians. It does this by establishing the development of a professional identity in medical students and residents as a primary goal of medical education. This new approach is emerging from experience and experiment by medical educators articulating a new way of understanding their mission. It is an optimistic book - the voices are those of the leaders, theorists and experienced practitioners who have found in this new approach a promising way to confront the challenges of a new era in medicine. It summarizes the theoretical basis of identity formation, outlines our current knowledge of how best to assist learners as they acquire a professional identity, and addresses the issue of assessment of progress towards this goal.
- Guides the practical implementation of supportive teaching programs
- Provides case studies from institutions already engaged in the process
- Brings together the expertise of pioneers in the field
Contents
Introduction Richard L. Cruess, Sylvia R. Cruess and Yvonne Steinert
Part I. What Is to Be Taught and Learned:
1. Professionalism and professional identity formation: the cognitive base Richard
L. Cruess and Sylvia R. Cruess
2. Developing a professional identity – a learner's perspective Robert
Sternszus
Part II. Theory:
3. Theoretical insights into the nature and nurture of professional identities
Lynn V. Monrouxe
4. Socialization, professionalism and professional identity formation Frederic
William Hafferty
5. Educational theory and strategies to support professionalism and professional
identity formation Yvonne Steinert
6. Role modelling and mentoring in the formation of professional identity Karen
V. Mann and Elizabeth Gaufberg
7. Experiential learning and reflection to support professionalism and professional
identity formation Thomas A. Hutchinson and Mark Smilovitch
Part III. Principles:
8. General principles for establishing programs to support professionalism and
professional identity formation at the undergraduate and postgraduate levels
Sylvia R. Cruess and Richard L. Cruess
9. Faculty development to support professionalism and professional identity
formation Yvonne Steinert
10. Becoming interprofessional: professional identity formation in the health
professions Jill E. Thistlethwaite, Koshila Kumar and Christopher Roberts
11. Assessment of professionalism and progress in the development of a professional
identity John Norcini and Judy Shea
12. Remediation of unprofessional behavior Louise Arnold, Christine Sullivan
and Jennifer Quaintance
13. Professional identity formation, the practicing physician and continuing
professional development Jocelyn Locker, Ivan Silver and Janet de Groot
14. Professionalism, professional identity, and licensing and accrediting bodies
Donald Irvine
Part IV. Case Studies in Promoting Professionalism and Professional
Identity Formation across the Continuum:
15. The evolution of an undergraduate medical program on professionalism and
identity formation J. Donald Boudreau
16. Developing and implementing an undergraduate curriculum based on professional
identity formation Mark D. Holden, Era Buck and John Luk
17. Supporting professionalism and professional identity formation at the postgraduate
level Linda Snell
18. Changing the educational environment to better support professionalism and
professional identity formation Mark J. DiCorcia and Lee A. Learman
Part V. The Future:
19. Professional identities of the future: invisible and unconscious or deliberate
and reflexive? Brian D. Hodges.
About the Authors
Richard L. Cruess, McGill University, Montréal
Richard L. Cruess, M.D., is an orthopedic surgeon and former Dean of Medicine
at McGill University, Montréal.
Sylvia R. Cruess, McGill University, Montréal
Sylvia R. Cruess, M.D., is an endocrinologist at McGill University and former
Medical Director of the Royal Victoria Hospital in Montréal. Twenty years
ago, following distinguished careers in these respective fields, Sylvia Cruess
and her husband, Dr Richard Cruess, began working together on issues related
to professionalism and medicine. They have developed a definition of profession
for medical educators, have developed and published methods of teaching professionalism,
and have created methods of assessing professionalism in students, residents,
and faculty members. In all of their work, they have emphasized the importance
of medicine's social contract with society. Recently they, along with others,
have come to believe that the teaching of professionalism should not be regarded
as an educational goal in itself. Rather, teaching professionalism is a means
to an end, with the end being to ensure that all individuals entering the practice
of medicine have acquired a professional identity so that they come to think
act, and feel like physicians. Their recent work has focused on the nature of
a medical professional identity and how best to support learners as they acquire
this identity. This work has been done in collaboration with Yvonne Steinert.
Yvonne Steinert, McGill University, Montréal
Yvonne Steinert, Ph.D., is a clinical psychologist who began her career in medicine
in the field of faculty development. She is recognized as being one of the pioneers
in the field and remains one of its foremost leaders. She has served as Associate
Dean for Faculty Development at McGill University, Montréal, and at the
present time is the Director of the Centre for Medical Education and the holder
of the Richard and Sylvia Cruess Chair in Medical Education at McGill University.
She has published extensively in many fields of medical education and is the
editor of the pre-eminent multi-author book Faculty Development in the Health
Professions: A Focus on Research and Practice. She has also been responsible,
together with Drs Richard and Sylvia Cruess and other colleagues at McGill University,
for the creation of the theoretical underpinnings for programs of teaching medical
professionalism, and with them, is responsible for the change in focus from
teaching professionalism to supporting learners as they acquire their own professional
identities.
© 2025 Axón Librería S.L.
2.149.0