Home About us Editorial board Search Browse articles Submit article Instructions Contacts Login 
Users Online: 831
Home Print this page Email this page


Previous article Browse articles Next article 
J Edu Health Promot 2020,  9:86

Considerations about teaching and assessing professionalism for faculty members

Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran

Date of Submission19-Sep-2019
Date of Acceptance19-Dec-2019
Date of Web Publication28-Apr-2020

Correspondence Address:
Dr. Saeideh Daryazadeh
Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan
Login to access the Email id

Source of Support: None, Conflict of Interest: None

DOI: 10.4103/jehp.jehp_546_19

Rights and Permissions

How to cite this article:
Daryazadeh S. Considerations about teaching and assessing professionalism for faculty members. J Edu Health Promot 2020;9:86

How to cite this URL:
Daryazadeh S. Considerations about teaching and assessing professionalism for faculty members. J Edu Health Promot [serial online] 2020 [cited 2020 Aug 15];9:86. Available from: http://www.jehp.net/text.asp?2020/9/1/86/283361


Emphasizing conventional ways for teaching like the lecture that highlighted the cognitive domain of competencies and different definitions of professionalism are the most challenges for teaching and assessing professionalism. In addition, students may learn some behaviors in “implicit curriculum” that affects anything they realized regarding professionalism.[1] The principles of professionalism that are related to the cognitive domain can be trained in the classroom as a formal curriculum and also can be taught in “workshops and small group” practices as an informal curriculum. Moreover, “witnessed” is an important part of learned professionalism and derived from the “hidden curriculum”. However, “formal, informal, and hidden curriculum” usually oppose together, and learners may conclude that professionalism “doesn't practice what it preaches” and makes them feel unsure, worry, and doubt.[1],[2] Therefore, outcomes of learning professionalism through the “hidden curriculum” are not predictable; hence, the necessity of teaching professionalism is stressed. Furthermore, to enhance learning and motivate learners, what has been taught to learners should be assessed.[3]

According to the importance of teaching and assessing professionalism, these practical points seem to be useful to guide faculty members:

  1. Provide adequate resources to teach professionalism formally with the help of organization directors[4],[5]
  2. Teach the “cognitive base” of professionalism clearly[4],[5]
  3. Accommodate learning environments based on the institution's goals and professionalism principles[4],[5]
  4. Select teachers to teach professionalism, who are genuinely honored and deeply admired by colleagues[3]
  5. Familiarize all faculty members with principles of professionalism and informing them about the methods for teaching and assessing professionalism[4],[5]
  6. Provide learning objectives to learners about expected behavioral outcomes when starting a formal professionalism course[3]
  7. Teach your learners from the beginning of the undergraduate level and assess their learning[3]
  8. Use the assessment to improve and make effective your teaching[3]
  9. Provide feedback to your learners during formative evaluations[3]
  10. Make changes in your work situations such as financial matters, task hours or environment, administrative hierarchy, and work pressure to facilitate professionalism
  11. Apply various assessment methods and multiple tools to increase reliability and validity of the evaluation, like using the observational checklists and multiple evaluators[3]
  12. Give timely and adequate feedback to learners aimed at improving professional performance[3]
  13. Create an informal learning environment by communicating between teacher and learner or senior and junior. Hence, mentors' behaviors must adhere to the standards of professionalism like the role models[3]
  14. List all learning experiences as the results of teaching and assessment[3]
  15. Provide conditions that learners participate in learning and apply self-directed learning and self-reflection to develop their professional practice. Learners must be able to manage issues such as conflict of interest, continuing education, and other unpleasant matters.[3]

Financial support and sponsorship


Conflicts of interest

There are no conflicts of interest.

  References Top

Kelly AM, Mullan PB. Teaching and assessing professionalism in radiology: resources and scholarly opportunities to contribute to required expectations. Acad Radiol 2018;25:599-609.  Back to cited text no. 1
Stern DT. Practicing what we preach? An analysis of the curriculum of values in medical education. Am J Med 1998;104:569-75.  Back to cited text no. 2
Lee AG, Beaver HA, Boldt HC, Olson R, Oetting TA, Abramoff M, et al. Teaching and assessing professionalism in ophthalmology residency training programs. Surv Ophthalmol 2007;52:300-14.  Back to cited text no. 3
Cruess RL, Cruess SR. Teaching professionalism: General principles. Med Teach 2006;28:205-8.  Back to cited text no. 4
Mueller PS. Teaching and assessing professionalism in medical learners and practicing physicians. Rambam Maimonides Med J 2015;6:e0011.  Back to cited text no. 5


Previous article  Next article
Similar in PUBMED
Access Statistics
Email Alert *
Add to My List *
* Registration required (free)

  In this article

 Article Access Statistics
    PDF Downloaded34    
    Comments [Add]    

Recommend this journal