How we made professionalism relevant to twenty-first century residents
Abstract
The complexity of the current medical trainee work environment, including the impact of social media participation, is underappreciated. Despite rapid adoption of social media by residents and the introduction of social media guidelines targeted at medical professionals, there is a paucity of data evaluating practical methods to incorporate social media into professionalism teaching curricula. We developed a flipped classroom program, focusing on the application of professionalism principles to challenging real-life scenarios including social media-related issues. The pre-workshop evaluation showed that the participants had a good understanding of basic professionalism concepts. A post-workshop survey assessed residents' comfort level with professionalism concepts. The post-workshop survey revealed that the postgraduate trainees perceived significant improvement in their understanding of professionalism (p < 0.05). Resident responses also exposed some challenges of real-life clinical settings. There was an apparent contradiction between placing a high value on personal health and believing that physicians ought to be available to patients at any time. Participants' satisfaction with the course bodes well for continual modification of such courses. Innovative flipped classroom format in combination with simulation-based sessions allows easy incorporation of contemporary professionalism issues surrounding social media.
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Compared with the preworkshop phase, residents were more comfortable defining professionalism, recognizing attributes of professionalism, describing the social contract, understanding the role of the code of conduct, and applying principles of professionalism to challenging scenarios.
“Compared with the preworkshop phase, residents were more comfortable defining professionalism, recognizing attributes of professionalism, describing the social contract, understanding the role of the code of conduct, and applying principles of professionalism to challenging scenarios [81].”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [81]
In Khandelwal et al's study, postgraduate trainees perceived significant improvement in their understanding of e-professionalism after a workshop.
“In Khandelwal et al’s [81] study, a postworkshop survey revealed that the postgraduate trainees perceived significant improvement in their understanding of e-professionalism.”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [81]
In 3 studies assessing effectiveness of educational sessions on residents' perception of e-professionalism, positive impact was determined.
“In 3 studies that assessed the effectiveness of educational sessions on residents’ perception of e-professionalism [81,89,103], the positive impact was also determined.”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [81]
Effectiveness of educational interventions about e-professionalism or impact of existing social media policies has been recognized in this review, since numerous studies explored educational interventions for promoting e-professionalism.
“Effectiveness of educational interventions about e-professionalism or impact of existing SM policies has been recognized in this review, since numerous studies explored educational interventions for promoting e-professionalism [46,48,52,54,55,60,63,81,89,103].”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [81]
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- Authors
- Khandelwal, A., Nugus, P., Elkoushy, M. A., Cruess, R. L., Cruess, S. R., Smilovitch, M., & Andonian, S.
- Affiliations
- McGill University (CA)
- Corresponding author
- Andonian, Sero
- Venue
- Medical Teacher
- Publisher
- Informa UK Limited
- Published
- 2015-01-16
- Volume
- 37
- Issue
- 6
- Pages
- 538-542
- ISSN
- 0142-159X (ISSN-L)
- 1466-187X
- OpenAlex
- W1993030505
- Cited by
- 28
- References
- 11
- Citations by year
- 2025: 1 · 2024: 2 · 2023: 3 · 2022: 2 · 2021: 5 · 2020: 1 · 2019: 4 · 2018: 2 · 2017: 6 · 2016: 2
- FWCI
- 3.57
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Medical Teacher (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Health › Social Media in Health Education
- Health Sciences › Medicine › Ophthalmology › Ophthalmology and Visual Health Research
- Keywords
- professionalism, medical residents, social media, flipped classroom, teacher professionalism, simulation-based training, physician availability, physician-patient relationship, medical curriculum
- MeSH terms
- Professionalism, Adult, Attitude of Health Personnel, Female, Health Status, Humans, Internship and Residency, Male, Teaching, Social Media
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