Professionalism in residency training

Is there a generation gap?

Sonya Borrero, Kathleen A. McGinnis, Melissa McNeil, Janine Frank, Rosemarie L. Conigliaro

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Background: Teaching and evaluating professionalism is part of the Accreditation Council for Graduate Medical Education's training requirements for postgraduate education. Defining what constitutes professional behavior is the first step in this endeavor. Difficulty in teaching and evaluating professionalism may stem from generational differences between teachers and trainees in their definition of professional behavior. Purpose: We sought to explore the magnitude of generational differences by asking faculty and residents to evaluate behaviors along a continuum of professionalism. Methods: A questionnaire composed of 16 vignettes describing unprofessional behaviors was distributed to a sample of internal medicine trainees and faculty. For each specific behavior described, participants were asked to rate the severity of the infraction on a 4-point scale. Results: Within each group, responses were distributed across severity categories for most vignettes. There were no significant differences in the responses of trainees versus faculty for any of the vignettes except two. Conclusion: There is little consensus for determining the severity of unprofessional behaviors among faculty and trainees at one urban university training program. However, this lack of consensus does not appear to have a generational basis. Attributing difficulties in teaching and assessing professionalism cannot be blamed on differences between the generations.

Original languageEnglish (US)
Pages (from-to)11-17
Number of pages7
JournalTeaching and Learning in Medicine
Volume20
Issue number1
DOIs
StatePublished - Jan 2008
Externally publishedYes

Fingerprint

Intergenerational Relations
Intergenerational relations
Internship and Residency
Professional Misconduct
trainee
Teaching
Consensus
Graduate Medical Education
Education
Accreditation
Internal Medicine
accreditation
Professionalism
professionalism
training program
education
graduate
medicine
resident
questionnaire

ASJC Scopus subject areas

  • Nursing(all)
  • Education

Cite this

Borrero, S., McGinnis, K. A., McNeil, M., Frank, J., & Conigliaro, R. L. (2008). Professionalism in residency training: Is there a generation gap? Teaching and Learning in Medicine, 20(1), 11-17. https://doi.org/10.1080/10401330701542636

Professionalism in residency training : Is there a generation gap? / Borrero, Sonya; McGinnis, Kathleen A.; McNeil, Melissa; Frank, Janine; Conigliaro, Rosemarie L.

In: Teaching and Learning in Medicine, Vol. 20, No. 1, 01.2008, p. 11-17.

Research output: Contribution to journalArticle

Borrero, S, McGinnis, KA, McNeil, M, Frank, J & Conigliaro, RL 2008, 'Professionalism in residency training: Is there a generation gap?', Teaching and Learning in Medicine, vol. 20, no. 1, pp. 11-17. https://doi.org/10.1080/10401330701542636
Borrero, Sonya ; McGinnis, Kathleen A. ; McNeil, Melissa ; Frank, Janine ; Conigliaro, Rosemarie L. / Professionalism in residency training : Is there a generation gap?. In: Teaching and Learning in Medicine. 2008 ; Vol. 20, No. 1. pp. 11-17.
@article{7141d99a9fd44baca31ae9a1b3e770ad,
title = "Professionalism in residency training: Is there a generation gap?",
abstract = "Background: Teaching and evaluating professionalism is part of the Accreditation Council for Graduate Medical Education's training requirements for postgraduate education. Defining what constitutes professional behavior is the first step in this endeavor. Difficulty in teaching and evaluating professionalism may stem from generational differences between teachers and trainees in their definition of professional behavior. Purpose: We sought to explore the magnitude of generational differences by asking faculty and residents to evaluate behaviors along a continuum of professionalism. Methods: A questionnaire composed of 16 vignettes describing unprofessional behaviors was distributed to a sample of internal medicine trainees and faculty. For each specific behavior described, participants were asked to rate the severity of the infraction on a 4-point scale. Results: Within each group, responses were distributed across severity categories for most vignettes. There were no significant differences in the responses of trainees versus faculty for any of the vignettes except two. Conclusion: There is little consensus for determining the severity of unprofessional behaviors among faculty and trainees at one urban university training program. However, this lack of consensus does not appear to have a generational basis. Attributing difficulties in teaching and assessing professionalism cannot be blamed on differences between the generations.",
author = "Sonya Borrero and McGinnis, {Kathleen A.} and Melissa McNeil and Janine Frank and Conigliaro, {Rosemarie L.}",
year = "2008",
month = "1",
doi = "10.1080/10401330701542636",
language = "English (US)",
volume = "20",
pages = "11--17",
journal = "Teaching and Learning in Medicine",
issn = "1040-1334",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - Professionalism in residency training

T2 - Is there a generation gap?

AU - Borrero, Sonya

AU - McGinnis, Kathleen A.

AU - McNeil, Melissa

AU - Frank, Janine

AU - Conigliaro, Rosemarie L.

PY - 2008/1

Y1 - 2008/1

N2 - Background: Teaching and evaluating professionalism is part of the Accreditation Council for Graduate Medical Education's training requirements for postgraduate education. Defining what constitutes professional behavior is the first step in this endeavor. Difficulty in teaching and evaluating professionalism may stem from generational differences between teachers and trainees in their definition of professional behavior. Purpose: We sought to explore the magnitude of generational differences by asking faculty and residents to evaluate behaviors along a continuum of professionalism. Methods: A questionnaire composed of 16 vignettes describing unprofessional behaviors was distributed to a sample of internal medicine trainees and faculty. For each specific behavior described, participants were asked to rate the severity of the infraction on a 4-point scale. Results: Within each group, responses were distributed across severity categories for most vignettes. There were no significant differences in the responses of trainees versus faculty for any of the vignettes except two. Conclusion: There is little consensus for determining the severity of unprofessional behaviors among faculty and trainees at one urban university training program. However, this lack of consensus does not appear to have a generational basis. Attributing difficulties in teaching and assessing professionalism cannot be blamed on differences between the generations.

AB - Background: Teaching and evaluating professionalism is part of the Accreditation Council for Graduate Medical Education's training requirements for postgraduate education. Defining what constitutes professional behavior is the first step in this endeavor. Difficulty in teaching and evaluating professionalism may stem from generational differences between teachers and trainees in their definition of professional behavior. Purpose: We sought to explore the magnitude of generational differences by asking faculty and residents to evaluate behaviors along a continuum of professionalism. Methods: A questionnaire composed of 16 vignettes describing unprofessional behaviors was distributed to a sample of internal medicine trainees and faculty. For each specific behavior described, participants were asked to rate the severity of the infraction on a 4-point scale. Results: Within each group, responses were distributed across severity categories for most vignettes. There were no significant differences in the responses of trainees versus faculty for any of the vignettes except two. Conclusion: There is little consensus for determining the severity of unprofessional behaviors among faculty and trainees at one urban university training program. However, this lack of consensus does not appear to have a generational basis. Attributing difficulties in teaching and assessing professionalism cannot be blamed on differences between the generations.

UR - http://www.scopus.com/inward/record.url?scp=41149163748&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=41149163748&partnerID=8YFLogxK

U2 - 10.1080/10401330701542636

DO - 10.1080/10401330701542636

M3 - Article

VL - 20

SP - 11

EP - 17

JO - Teaching and Learning in Medicine

JF - Teaching and Learning in Medicine

SN - 1040-1334

IS - 1

ER -