Journal Article

It’s time to re-examine medical professionalism in medical education

Ye, H

2025

Overview

[...]behaviours that serve to buy extra time for the individual—such as avoiding responsibilities or finding ways to leave work early—seem to be increasingly prevalent among some.3 These concerning values and behaviours have gained considerable traction among medical students and residents. Developing a more inclusive and adaptable definition of medical professionalism The definition of MP, endorsed by over 100 national professional societies worldwide, was proposed by the American Board of Internal Medicine in 2002.4The Canadian Medical Education Directives for Specialists, the Accreditation Council for Graduate Medical Education, and the General Medical Council have proposed definitions of MP that are relatively well-recognised.5 A common limitation of these definitions is that they either focus on values with specific social and cultural contexts or concentrate on competencies related to clinical tasks.5 Consequently, they lack a comprehensive framework with broad inclusivity and adaptability. [...]I propose a more inclusive and adaptable definition of MP, structured as a comprehensive framework comprising two principal modules: a set of ethical values and adaptive clinical capabilities. [...]each country could establish its own ethical values for MP.6 7 8 Second, it is important to consider the impact of technological advances and civilisational developments when examining the evolution of clinical competence. [...]it would help all stakeholders—including policymakers, educators, students, physicians, and patients—better understand and agree on the concept of MP. Applying interdisciplinary theory to address the hidden curriculum's limitations in reproducibility and assessability In MP training, a substantial proportion of learning occurs within the hidden curriculum.9 Despite educational research confirming its influence on the values and behaviours of trainees during clinical training, the hidden curriculum is highly variable, shaped by interactions among educators, staff, and trainees.9 Consequently, the hidden curriculum is neither replicable nor can its effects be accurately assessed. [...]MP, as the cornerstone of physicians' ability to fulfil their commitments to society and patients, cannot be overemphasised.

• Publisher: Hong Kong Academy of Medicine
• Subject: Adaptability / Artificial intelligence / Curricula / Integrated approach / Interdisciplinary aspects / Internal medicine / Medical education / Medical profession / Medical students / Medicine / Professional ethics / Professional identity / Professionals / Teachers / Values