Learning Objectives for Professionalism:
1. To be more attentive to the moment-to-moment challenges to professionalism during
clinical practice
2. List desirable/undesirable reactions to these challenges
3. Describe the differences between informal and formal curricula
4. Adopt personal strategies for improving responsiveness to challenging situations in the
real world
For further information:
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Barks C. The essential Rumi, Castle 1997
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Coulehan J, Williams PC. “Vanquishing virtue: the impact of medical education.” Academic Medicine 76(6):598-605. 2001.
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Ginsburg S, Regehr G, Lingard L. “The disavowed curriculum: understanding student's reasoning in professionally challenging situations.” Journal of General Internal Medicine. 2003;18:1015-1022.
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Hafferty FW, Franks R. “The hidden curriculum, ethics teaching, and the structure of medical education.” Academic Medicine. 1994;69:861-871.
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Hundert EM, Hafferty F, Christakis D. “Characteristics of the informal curriculum and trainees' ethical choices.” Academic Medicine. 1996;1996 Jun;71(6):624-642.
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Kleinman A (2017) “Presence.” Lancet, 389: 2466-2467
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Leach DC. “Transcendent professionalism: keeping promises and living the questions.” Acad Med. 2014.
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Wynia MK, Papadakis MA, Sullivan WM, Hafferty FW. “More than a list of values and desired behaviors: a foundational understanding of medical professionalism.” Acad Med. 2014.
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