title: Teaching approaches that reflect and promote professionalism.
abstract: The teaching and cultivation of professionalism have long been part of medical education and have had recent special emphasis because professionalism has been identified as a core competency by the Accreditation Council for Graduate Medical Education. The author focuses on two complementary teaching initiatives that contribute to the development of professionalism in the academic environment: a resident-as-teacher program and an approach to faculty bedside teaching that mirrors and extends the lessons of the resident-as-teacher effort. These have been implemented and refined over the previous 15 years by the author and his colleagues at Mount Auburn Hospital in Cambridge, Massachusetts. The commitment to the development and refinement of residents' teaching skills serves to promulgate the fundamental elements of professionalism, with emphasis on caring and the educational well-being of the team. The author describes the elements and benefits of these approaches and shows how they can foster the development of professionalism in graduate medical education.
authors.affiliation: Medical Education, Mt. Auburn Hospital, 330 Mt. Auburn Street, Cambridge, MA 02238, USA. chatem@caregroup.harvard.edu
authors.forename: Charles J
authors.initials: CJ
authors.lastname: Hatem
mesh_terms: D004503:Education, Medical, Graduate / Q000379:methods*; D006784:Hospitals, Teaching / Q000458:organization & administration; D006801:Humans; D007396:Internship and Residency; D008404:Massachusetts; D017145:Models, Educational; D024382:Professional Role; D013663:Teaching / Q000379:methods*