title: Responding to moderate breaches in professionalism: an intervention for medical students.
abstract: Much has been written about how we understand, teach and evaluate professionalism in medical training. Less often described are explicit responses to mild or moderate professionalism concerns in medical students. To address this need, Baylor College of Medicine created a mechanism to assess professionalism competency for medical students and policies to address breaches in professional behavior. This article describes the development of an intervention using a guided reflection model, student responses to the intervention, and how the program evolved into a credible resource for deans and other educational leaders.
authors.affiliation: Baylor College of Medicine , USA .
authors.forename: Anne C
authors.initials: AC
authors.lastname: Gill
authors.forename: Elizabeth A
authors.initials: EA
authors.lastname: Nelson
authors.forename: Ayesha I
authors.initials: AI
authors.lastname: Mian
authors.forename: Jean L
authors.initials: JL
authors.lastname: Raphael
authors.forename: David R
authors.initials: DR
authors.lastname: Rowley
authors.forename: Amy L
authors.initials: AL
authors.lastname: Mcguire
mesh_terms: D001291:Attitude of Health Personnel; D001519:Behavior; D002983:Clinical Competence; D004504:Education, Medical, Undergraduate / Q000458:organization & administration*; D006801:Humans; D010819:Physician's Role; D016730:Program Development; D013337:Students, Medical / Q000523:psychology*