On a monthly basis, I complete evaluation forms for trainees. There is a category: “Professionalism—meets standards.”
What am I looking for when I evaluate someone for professionalism?
This month, in the feature by the Council on Medical Student Education in Pediatrics (COMSEP) being early released in Pediatrics (10.1542/peds.2024-067370), Drs. Lauren Cochran from City University of New York, Stacey Rose from University of Pennsylvania, and Jennifer Thompson from University of Louisville provide some insight.
They offer the “PRofEssIOnAl” framework for assessing the various dimensions of professionalism:
- Punctuality
- Respect for patients and colleagues
- Ethical choices
- Initiative
- Omissions and Mistakes
- Advocates
Importantly, the authors also remind us that we need to look at these dimensions with a broad equity lens—what are our expectations for “professional” behavior, and do we need a different perspective?
For instance, a trainee from a racial and ethnic minority who uses colloquial language when speaking with a patient is not necessarily being unprofessional, even if it is not language that you consider to be “professional”; they may be connecting more effectively with the patient.
Another example might be a trainee who disagrees with the plan put forth by you (the attending). Before you bristle because the trainee is “questioning your authority” (which would be considered “unprofessional”) perhaps pause and ask for the trainee’s rationale. It may be that the trainee has, in talking with the patient, learned a detail that makes your plan difficult to adhere to, and is now advocating for the patient (which would be considered “professional”).
Everyone who works with trainees should read this article. If you have some ideas of what is professionalism and what is not, this article may provide broader perspectives that are important for you to consider before you provide constructive feedback to trainees.
