professionalism - le

Professionalism

Leyshon Griffiths

Lead for the Professionalism CurriculumProfessionalism Support Unit MemberAssociate Professor/Consultant Urological Surgeon

ProfessionalExcellence Fitness to Practise

• They are studying for a University degree and a professional qualification

• Patients and the public put them in a position of trust

• Patient safety is paramount

University of Leicester medical students

They are therefore expected to demonstrate professional conduct throughout the course

•Protects patients

• Protects/supports the medical profession

Fitness to practise

‘Health and behaviour can both affect a student’s fitness to practise.’

Their behaviour as medical students outside the clinical environment, including in their personal lives and on social media can impact on your fitness to practise!

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GMC documentation for medical students

Key attributes of professionalism

GMC tools for medical students

• The GMC and the MSC have just released some myth busters on student fitness to practise. These are addressed to medical students and they dispel some common misconceptions about student fitness to practise.

• Medical students helped develop the content of the myths, through the GMC’s Student Voice Group.

• Other resources include case studies, FAQs, ‘thought pieces’ and teaching resources developed by medical students.

http://www.gmc-uk.org/education/undergraduate/30642.asp





Register with a GP in Leicester

Also, recommend dyslexia screening in year 1

Must register with one

Strive for professional excellence

• ‘We are what we repeatedly do. Excellence, then, is not an act, but a habit!’

Let’s keep things in perspective

3% are referred to the Health and Conduct Committee during their training

Most frequent areas of concern relating to student fitness to practise

Areas of ConcernCriminal conviction or cautionDrug or alcohol misuseAggressive, violent or threatening behaviour

Persistent inappropriate attitude or behaviourCheating or plagiarisingDishonesty or fraud, including dishonesty outside the professional role

Unprofessional behaviour or attitudes

Health concerns and insight or management of these concerns

Professionalism Support Unit(for Leicester Medical Students)


Referrals Of Concern To The Professionalism Support Unit

• The primary role is supportive and not disciplinary • We

• work with students to improve their professionalism• have access to support across the University

• Students who do not recognise that their behaviour is unprofessional or who do not engage with support and/or remediation can be referred to the

• Health and Conduct Committee, through to the Fitness to Practise Committee by the Professionalism Support team.

http://www2.le.ac.uk/departments/medicine/regulations


Professionalism Support Unit - Themes• Attitude/behaviour/respect

• Personal organisation

• Social media

• Confidentiality/information governance

• Bullying

• Plagiarism

• Alcohol

• Performance enhancing agents

• (Attendance)

Multiple low level concerns – can go ‘below the radar’

Professionalism Support – Student advice

• Students are encouraged to seek advice concerning professionalism issues

– Professionalism Support website and resources on Blackboard

• FAQs– declarations on applications– cautions– conflicts of interest– concerns about a student/friend and need advice about what to do next– personal social media use, privacy settings– professional appearance– a professionalism course



How do you report concerns?




How do medical students raise concerns?


How do we teach professionalism?


Professionalism Teaching• Bringing professionalism to life

– Less prescriptive, more interactive and supportive– Dedicated sessions and integrated as a longitudinal theme– Relevant/topical e.g. discussion of tweets; Francis Report in practice

• Introducing professionalism– Get to know their professional values– Diversity

• Understand how they are perceived• Explore their perspectives of the role of the doctor and compare with peers• Explore their identity• Identify where their ideas come from• Become aware of unconscious bias

• Impact of tiredness, stress and health on professionalism– Awareness– Developing resilience– Health and wellbeing

• Including work-life balance; impact of burnout

Professionalism Teaching

• Situational dilemmas (situational judgement)– Ranking/choosing what you would do in the scenario

• Top Hat Educational Platform– Everyone can see the spectrum of answers

• Complexity tailored to year in medical school

Examples prior to Very Early Clinical Experience (VECE)

In two weeks’ time, a relative of a patient approaches you on Ward 28 at Leicester General Hospital mentioning that she is upsetwith the general standard of care.

Choose the THREE most appropriate options.

A. Advise the relative that you cannot discuss these issues without the patient’s consentB. Ask the relative to put her concerns in writing before further discussionC. Explain to the relative what the hospital Patient Information and Liaison Service (PILS) do and give their point of contact.D. Immediately go to the patient for his viewsE. Lead the relative to the Nurse-in-ChargeF. Listen to the relative’s immediate concernsG. Suggest the relative moves the patient to a private hospitalH. Suggest the relative vents her frustrations on Twitter

During your Very Early Clinical Experience at Leicester Royal Infirmary, you are intrigued by a patient’s diagnosis. It is 5PM but you have arranged to meet other students at a coffee shop at 5.30PM.

Choose the next THREE most appropriate options.

A. Explain to your friends that you are going to be 15 minutes lateB. Look the diagnosis up that night in your textbook and on the internetC. Return to the ward 15 minutes early next morning to find out moreD. Take the hospital notes home for the nightE. Take the patient identifiable sticker from the notes to trace the notes laterF. Take the relevant page out of the notes and return it the next dayG. Type the patient’s full name and date of birth on your smartphone to find the patient the next dayH. Use your iPad to take a photo of the relevant page in the notes

How do we assess professionalism?


Assessment of Professionalism• Phase 1

– Professionalism quiz – at end of induction– On-line social media course– Formative professionalism assessment in year 1– PPE

• Phase 2– Block feedback– IPE– FPE

• Specific OSCES– Professionalism/Communication Skills

» Scenarios: e.g. frustrated patient, explanation of death/referral to coroner, communicating medical error etc.

– Professionalism/Ethics» Scenarios: e.g. DVLA, Mental Capacity Act, Safeguarding,

Consent etc.– Foundation application SJT

• The GMC have proposed a UK-wide Medical Licensing Assessment(In my opinion, it is unlikely to assess professionalism effectively)

Reflection and reflective thinking

• E-portfolio– Assessment of longitudinal reflections submitted to Personal Tutors

Numerous definitions but all involve ‘seeking an understanding of self or situations to inform future action’.

How qualified are we to assess these reflections?Do learners know how to reflect well?


‘Managing your inner Chimp’

The Chimp Paradox- Dr Steve Peters

professionalism - le

Documents