Reaffirming professionalism through the education community.
OBJECTIVE
To determine the role of the clinical training environment and a medical education community in reaffirming medical professionalism among physicians-in-training and faculty.


METHODS
Published articles on undergraduate and graduate medical education and sociology works on professionalism were identified through research.


METHODS
Studies were selected that illustrated barriers to professionalism in medical education and patient care and the professional conduct of medical students, residents, and faculty.


RESULTS
Factors that undermined the medical education community were the specialization of medicine, the faculty reward systems, and the service demands of residency because of the economics of health care.


CONCLUSIONS
Establishment of a firm system with a core teaching faculty, creation of mentoring and role modeling programs, implementation of a longitudinal curriculum on medical professionalism, evaluation of physicians on professional conduct, and evaluation of the clinical training environment are suggested as strategies to re-establish an education community and reaffirm professionalism in medicine.
Reynolds
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Robert Wood Johnson Foundation, Clinical Scholars Program, University of Pennsylvania School of Medicine, Philadelphia 19104-2676.
D002983:Clinical Competence; D003479:Curriculum; D005180:Faculty, Medical / Q000592:standards; D006801:Humans; D007396:Internship and Residency / Q000592:standards*; D011364:Professional Practice / Q000592:standards; D013663:Teaching / Q000592:standards; D014481:United States