Skip to content
Cart

Your Cart

×

You have 0 items in your cart.

Register Sign in Wishlist
Teaching Medical Professionalism

Teaching Medical Professionalism
Supporting the Development of a Professional Identity

2nd Edition

$64.99 (P)

Richard L. Cruess, Sylvia R. Cruess, Yvonne Steinert, Robert Sternszus, Lynn V. Monrouxe, Frederic William Hafferty, Karen V. Mann, Elizabeth Gaufberg, Thomas A. Hutchinson, Mark Smilovitch, Jill E. Thistlethwaite, Koshila Kumar, Christopher Roberts, John Norcini, Judy Shea, Louise Arnold, Christine Sullivan, Jennifer Quaintance, Jocelyn Locker, Ivan Silver, Janet de Groot, Donald Irvine, J. Donald Boudreau, Mark D. Holden, Era Buck, John Luk, Linda Snell, Mark J. DiCorcia, Lee A. Learman, Brian D. Hodges
View all contributors
  • Date Published: March 2016
  • availability: In stock
  • format: Paperback
  • isbn: 9781107495241

$64.99 (P)
Paperback

Add to cart Add to wishlist

Other available formats:
eBook


Looking for an examination copy?

If you are interested in the title for your course we can consider offering an examination copy. To register your interest please contact collegesales@cambridge.org providing details of the course you are teaching.

Description
Product filter button
Description
Contents
Resources
Courses
About the Authors
  • 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
    Read more

    Customer reviews

    Not yet reviewed

    Be the first to review

    Review was not posted due to profanity

    ×

    , create a review

    (If you're not , sign out)

    Please enter the right captcha value
    Please enter a star rating.
    Your review must be a minimum of 12 words.

    How do you rate this item?

    ×

    Product details

    • Edition: 2nd Edition
    • Date Published: March 2016
    • format: Paperback
    • isbn: 9781107495241
    • length: 309 pages
    • dimensions: 247 x 190 x 15 mm
    • weight: 0.7kg
    • contains: 23 b/w illus. 12 tables
    • availability: In stock
  • Table of 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.

  • Editors

    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 Family 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 is presently 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 areas of medical education and is the editor of the pre-eminent book on Faculty Development in the Health Professions: A Focus on Research and Practice. She has also been responsible, together with Richard and Sylvia Cruess and other colleagues at McGill University, for developing the theoretical underpinnings and implementation strategies for programs on teaching medical professionalism. With her colleagues, she is responsible for the change in focus from teaching professionalism to supporting learners as they acquire their own professional identities.

    Contributors

    Richard L. Cruess, Sylvia R. Cruess, Yvonne Steinert, Robert Sternszus, Lynn V. Monrouxe, Frederic William Hafferty, Karen V. Mann, Elizabeth Gaufberg, Thomas A. Hutchinson, Mark Smilovitch, Jill E. Thistlethwaite, Koshila Kumar, Christopher Roberts, John Norcini, Judy Shea, Louise Arnold, Christine Sullivan, Jennifer Quaintance, Jocelyn Locker, Ivan Silver, Janet de Groot, Donald Irvine, J. Donald Boudreau, Mark D. Holden, Era Buck, John Luk, Linda Snell, Mark J. DiCorcia, Lee A. Learman, Brian D. Hodges

Sign In

Please sign in to access your account

Cancel

Not already registered? Create an account now. ×

Sorry, this resource is locked

Please register or sign in to request access. If you are having problems accessing these resources please email lecturers@cambridge.org

Register Sign in
Please note that this file is password protected. You will be asked to input your password on the next screen.

» Proceed

You are now leaving the Cambridge University Press website. Your eBook purchase and download will be completed by our partner www.ebooks.com. Please see the permission section of the www.ebooks.com catalogue page for details of the print & copy limits on our eBooks.

Continue ×

Continue ×

Continue ×

Find content that relates to you

Are you sure you want to delete your account?

This cannot be undone.

Cancel

Thank you for your feedback which will help us improve our service.

If you requested a response, we will make sure to get back to you shortly.

×
Please fill in the required fields in your feedback submission.
×