Assessing professionalism in health profession degree programs: A scoping review
To identify and classify methods for assessing professionalism across health profession degree programs and identify gaps in the literature regarding types of assessments. The authors conducted a scoping review of articles published from database inception through 24 January 2020. Included articles...
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Published in | Currents in pharmacy teaching and learning Vol. 13; no. 8; pp. 1078 - 1098 |
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Main Authors | , , , , , , , , , , |
Format | Journal Article |
Language | English |
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Elsevier Inc
01.08.2021
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Abstract | To identify and classify methods for assessing professionalism across health profession degree programs and identify gaps in the literature regarding types of assessments.
The authors conducted a scoping review of articles published from database inception through 24 January 2020. Included articles described an assessment approach for professionalism in health profession degree programs available in full-text in the English language. Articles were classified based on profession, timing of assessment, feedback type, assessment type, professionalism dimension, and Barr's modified Kirkpatrick hierarchy.
Authors classified 277 articles meeting inclusion criteria. Most articles were from medical education (62.5%) conducted during didactic (62.1%) or experiential/clinical curriculum (49.8%). Few articles (15.5%) described longitudinal assessment. Feedback type was formative (32.2%) or summative (35%), with only 8.3% using both. Assessment types frequently reported included self-administered rating scales (30%), reflections (18.8%), observed clinical encounters (17.3%), and knowledge-based tests (13.4%). Ethical practice principles (65%) and effective interactions with patients (48.4%) were the most frequently assessed dimensions of professionalism. Authors observed balanced distribution among Barr's modified Kirkpatrick model at levels of reaction (38.3%), modification of perceptions and attitudes (33.6%), acquisition of knowledge and skills (39%), and behavioral change (36.1%).
The classification scheme identified in current literature on professionalism assessment does not align with International Ottawa Conference Working Group on the Assessment of Professionalism recommendations. Gaps identified were limited description of professionalism assessment during admissions, infrequent longitudinal assessment, limited use of methods for both formative and summative assessment, and limited reports of assessments applicable to interprofessional education settings. |
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AbstractList | To identify and classify methods for assessing professionalism across health profession degree programs and identify gaps in the literature regarding types of assessments.
The authors conducted a scoping review of articles published from database inception through 24 January 2020. Included articles described an assessment approach for professionalism in health profession degree programs available in full-text in the English language. Articles were classified based on profession, timing of assessment, feedback type, assessment type, professionalism dimension, and Barr's modified Kirkpatrick hierarchy.
Authors classified 277 articles meeting inclusion criteria. Most articles were from medical education (62.5%) conducted during didactic (62.1%) or experiential/clinical curriculum (49.8%). Few articles (15.5%) described longitudinal assessment. Feedback type was formative (32.2%) or summative (35%), with only 8.3% using both. Assessment types frequently reported included self-administered rating scales (30%), reflections (18.8%), observed clinical encounters (17.3%), and knowledge-based tests (13.4%). Ethical practice principles (65%) and effective interactions with patients (48.4%) were the most frequently assessed dimensions of professionalism. Authors observed balanced distribution among Barr's modified Kirkpatrick model at levels of reaction (38.3%), modification of perceptions and attitudes (33.6%), acquisition of knowledge and skills (39%), and behavioral change (36.1%).
The classification scheme identified in current literature on professionalism assessment does not align with International Ottawa Conference Working Group on the Assessment of Professionalism recommendations. Gaps identified were limited description of professionalism assessment during admissions, infrequent longitudinal assessment, limited use of methods for both formative and summative assessment, and limited reports of assessments applicable to interprofessional education settings. |
Author | Multak, Nina Patton, Pamela R. Smith, Kathryn J. Estrada, Amara H. Edwards, Mary Buring, Shauna Schentrup, Denise Farland, Michelle Z. Dunleavy, Kim Blue, Amy Childs, Gail Schneider |
Author_xml | – sequence: 1 givenname: Kathryn J. surname: Smith fullname: Smith, Kathryn J. email: kathryn-j-smith@ouhsc.edu organization: University of Florida College of Pharmacy, P.O. Box 100486, Gainesville, FL 32610, United States – sequence: 2 givenname: Michelle Z. surname: Farland fullname: Farland, Michelle Z. email: mfarland@cop.ufl.edu organization: University of Florida College of Pharmacy, P.O. Box 100486, Gainesville, FL 32610, United States – sequence: 3 givenname: Mary surname: Edwards fullname: Edwards, Mary email: meedwards@ufl.edu organization: University of Florida Health Science Center Library, P.O. Box 100206, Gainesville, FL 32610-0206, United States – sequence: 4 givenname: Shauna surname: Buring fullname: Buring, Shauna email: sburing@cop.ufl.edu organization: University of Florida College of Pharmacy, P.O. Box 100486, Gainesville, FL 32610, United States – sequence: 5 givenname: Gail Schneider surname: Childs fullname: Childs, Gail Schneider email: gchilds@dental.ufl.edu organization: Department of Community Dentistry and Behavioral Science, University of Florida College of Dentistry, P.O. Box 1004078 PM D311, Gainesville, FL 32610-0407, United States – sequence: 6 givenname: Kim surname: Dunleavy fullname: Dunleavy, Kim email: kdunleavy@phhp.ufl.edu organization: Department of Physical Therapy, University of Florida College of Public Health and Health Professions, P.O. Box 100154, Gainesville, FL 32610-0154, United States – sequence: 7 givenname: Amara H. surname: Estrada fullname: Estrada, Amara H. email: estradaa@ufl.edu organization: University of Florida College of Veterinary Medicine, P.O. Box 100116, Gainesville, FL 32610-0116, United States – sequence: 8 givenname: Nina surname: Multak fullname: Multak, Nina email: nina.multak@ufl.edu organization: University of Florida School of Physician Assistant Studies, P.O. Box 100176, Gainesville, Florida 32610-0176, United States – sequence: 9 givenname: Pamela R. surname: Patton fullname: Patton, Pamela R. email: pamela.patton@pap.ufl.edu organization: University of Florida School of Physician Assistant Studies, P.O. Box 100176, Gainesville, Florida 32610-0176, United States – sequence: 10 givenname: Denise surname: Schentrup fullname: Schentrup, Denise email: dschen@ufl.edu organization: University of Florida College of Nursing, P.O. Box 100187, Gainesville, FL 32610-0187, United States – sequence: 11 givenname: Amy surname: Blue fullname: Blue, Amy email: amy.blue@phhp.ufl.edu organization: Department of Environmental and Global Health, University of Florida College of Public Health and Health Professions, P.O.Box 100175, Gainesville, FL 32610-0175, United States |
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Cites_doi | 10.1097/ACM.0000000000000529 10.1037/0021-9010.91.4.749 10.1111/j.1365-2923.2007.02817.x 10.1007/s10459-016-9739-9 10.7326/M18-0850 10.1080/10401334.2012.641486 10.1080/01421590410001696434 10.1186/1472-6920-14-214 10.5688/ajpe759179 10.1111/j.1525-1497.2005.0162.x 10.1080/0142159X.2018.1543862 10.1097/ACM.0000000000001591 10.1046/j.1365-2923.1998.00223.x 10.5688/ajpe7771 10.1080/13561820.2018.1515733 10.1080/01421590903050374 10.1038/sj.bdj.4811750 10.3109/0142159X.2015.1072619 10.1016/j.ambp.2007.03.001 10.1002/j.0022-0337.2017.81.7.tb06307.x 10.1207/S15328015TLM1201_5 10.1097/ACM.0b013e31819fbaa2 10.3109/0142159X.2011.577300 10.1111/medu.12467 |
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Title | Assessing professionalism in health profession degree programs: A scoping review |
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