Additional SFDC Program: Professionalism in Contemporary Practice
Professionalism in Contemporary Practice covers key concepts and issues pertinent to 21st century medicine. The curriculum comprised eight 90-minute modules. The individual modules focused on the physician-educator, covering the following topics:
- Defining & Teaching Professionalism
Provides an introduction to the curriculum as a whole. Examines what evolving definitions of professionalism imply for expanding roles in contemporary practice. Participants reflect on their own professional responsibilities as "physician citizens" and then identify areas in which they would like to take a more active role.
Reviews a framework for reflective practice and strategies to teach reflection. After discussing tools and key components of reflective practice, participants understand the value of reflection and its relevance to professionalism through application in several group exercises.
Examines the importance of patient-centered communication and shared decision making (SDM), as well as patient expectations around various decision-making styles. Explains what elements motivate SDM and how beneficence and respect for autonomy form the ethical basis for SDM. Presents two models of SDM, which participants practice via a group role-play exercise.
Part two of the patient-centered communication theme offers a framework for understanding the patient's cultural perspective. Describes how communication is related to health disparities, and reviews evidence and explanations for health disparities and outcomes. Participants explore the patient's perspective by applying tools to improve cross-cultural communication through role-play exercises, followed by information on how to work effectively with interpreters.
Covers strategies on using and interpreting clinical guidelines to answer clinical questions quickly and efficiently. Considers new ideas for teaching evidence-based medicine concepts and skills, specifically how to facilitate the use and implementation of clinical practice guidelines.
Illustrates types of errors that occur in hospital systems and examines what to do when an error occurs. By practicing error disclosure, participants understand why errors transpire and then analyze ways to improve safety and prevent future errors.
Connects concepts from patient safety and error prevention to concepts within system improvement. Provides an overview of the steps for a quality improvement project, as well as how to create an effective mission statement and select an appropriate project team.
Working Effectively in Teams
This capstone module recognizes the importance of team work to the "physician citizen". Assesses what characteristics are beneficial to the team by outlining roles in interdisciplinary project teams. Considers the relationship between successful quality improvement projects and skillful negotiation with stakeholders. Before learning tools for negotiation, participants discover their own conflict management style through a self-assessment tool.
Program Faculty (2002-07):
Peter Rudd, MD; Anne Dembitzer, MD; Clarence Braddock III, MD, MPH; Merlynn Bergen, PhD; Kambria M Hooper, MEd; and program alumni.
List of Trained PCP Facilitators
|25 Institutions||30 Facilitators||Year|
|Alameda County Medical Center, Oakland, CA||Thaddeus Bordofsky||2004|
|Duke University, Durham, NC||Sylvestre Quevedo||2007|
|Georgetown University, Washington, DC||Eileen Moore||2005|
|Howard University, Washington, DC||Jerome Herbers||2002|
|Kanazawa University Hospital, Ishikawa, JAPAN||Hideki Nomura||2005|
|Kansai Medical University, Osaka, JAPAN||Keiko Komoto||2007|
|Keio University, Tokyo, JAPAN||Yohei Ohno||2007|
|Kettering Medical Center, Kettering, OH||Stephen McDonald||2002|
|Khon Kaen University, Khon Kaen, THAILAND||Srivieng Pairojkul||2007|
|Louisiana State University Health Sciences, Shreveport, LA||Pat Bass, III||2005|
|Mayo Clinic, Rochester, MN||John Bachman||2004|
|Mount Sinai Medical School, City University of New York, NY||Helen Fernandez||2004|
|National Yang-Ming University, Taipei, TAIWAN||Benjamin Kuo||2002|
|Northern Ontario Medical School, Sudbury,Ontario, CANADA||Sarah Strasser||2004|
|Northwestern University, Chicago, IL||Robert Golub||2002|
|North Shore University Hospital, Manhasset, NY||Erica Kreismann||2007|
|Stanford University, Stanford, CA||Anne Dembitzer
|Taipei Medical University, Taipei, TAIWAN||Cliff Chiehfeng Chen||2005|
|Tohuko University, Sendai, JAPAN||Yutaka Nagasaki||2006|
|Uniformed Services Univ. of the Health Sciences, Bethesda, MD||Jeffrey Jackson||2002|
|University of Alabama, Birmingham, AL||Stuart Cohen||2002|
|University of California, Davis, CA||Sonia Sutherland||2002|
|University of California, San Diego, CA||Timothy Dresselhaus
|University of North Carolina, Carolinas Med Ctr, Charlotte, NC||Wesley Hofferbert||2005|
|University of Oklahoma College of Medicine-Tulsa, Tulsa, OK||Erik Wallace||2005|
|University of Iowa, Iowa City, IA||Ellen Gordon||2002|