Promoting professionalism and professional behaviours for health - - PowerPoint PPT Presentation

Promoting professionalism and professional behaviours for health care students and professionals: a case study

Fiona Browne 11 September 2014

Professionalism: a partnership

Professionals must:

• put patients first and involve

them in their treatment and care

• be accountable and

transparent

• exercise professional

judgement

• keep up to date in their

chosen field

• act if care or safety is

compromised

Regulator Employer Team Osteopath

Methods

Working in partnership with educational institutions we:

• Adapted and field-tested situational judgement

scenarios for students and facilitated discussions to support learning

• Developed and piloted e-learning tools for registrants

with automated feedback

• Analysed data between cohorts, stakeholders and

professions to begin to evaluate risk and reduce harm to patients

Academic integrity

Q: Altering or manipulating data, e.g. to obtain a significant result? What sanction is appropriate for a first time offence?

• 1 = None
• 2 / 3 = Reprimand (verbal or written warning)
• 4 / 5 = Reprimand plus mandatory counselling
• 6 = Failure of specific class
• 7 = Failure of specific year
• 8 = Expulsion (readmission possible)
• 9 = Expulsion (no readmission)
• 10 = Report to professional body

Altering or manipulating data

• Educational institution median response = 5
• Osteopathic student median response = 5
• Medical student median response = 4 (Roff)

4/5 = Reprimand plus mandatory counselling 6 = Failure of specific class

• Patients = repeating the

examinations/essays/projects (Brockbank)

• Doctors = repeating the

examinations/essays/projects (Brockbank)

See Brockbank, 2011 and Roff, 2012

Comparisons with others

Responses from

• steopathic

students Responses from medical students

See Roff, 2012

25 of 30 situational judgement scenarios Equivalent Equivalent Examining patients without the knowledge or consent of a supervising clinician

4 2

Threatening or verbally abusing a university or college employee or fellow student

5 8

Falsifying references or grades on a curriculum vitae or altering grades on an official record

8 6

Clinical questions

Q: A student falsifies audit or research data in collection of analysis/reporting

• a. Is this wrong
• b. If another student becomes aware of this

behaviour/attitude, should they in the first instance:

Ignore it Challenge Discuss with peers Report to a senior Other? 1 = not very wrong 2 3 4 5 = very wrong

Falsify audit/research data

Is this wrong?

2 4 6 8 10 12 14 1 2 3 4 5 Patients Students - yr 3 Students - yr 4

What action?

1 2 3 4 5 6 7 8 9 10 Patients Students - yr 3 Students - y4

Social media friendship (patient)

2 4 6 8 10 12 14 16 18 Ignore it Challenge the person Discuss with peers Report to more senior person Patients Students

E-learning and feedback for registrants

• Situational judgement

scenario

• How professional?
• Osteopathic Practice

Standards

• Guidance
• Feedback
• How professional?

GOsC emerging conclusions

• E-learning and collecting data from osteopaths and other

health professionals can help to bring norms together across professions and professional groups through feedback, dialogue and reflective learning

• Working in partnership with individuals and
• rganisations can help us to develop strategies to

support co-ordinated approaches to implementation

• f guidance and lapses in professional norms, behaviour

and standards

• This requires a more active approach to regulation than

has to date existed

Acknowledgements and references

• Browne F. et al, (2014), Adapting and feasibility testing pre-registration e-learning

resources for Professionalism in Osteopathy in the UK, International Journal of Osteopathic Medicine

• Roff S et al, (2012) Medical student rankings of proposed sanctions for

unprofessional behaviours relating to academic integrity, Scottish Medical Journal

• Roff S and Dherwani K, (2011), Development of inventory for polyprofessionalism

lapses at the proto-professional stage of health professions education together with recommended responses, Medical Teacher

• Brockbank S et al, (2011) Unprofessional behaviour in medical students: A

questionnaire-based pilot study comparing perceptions of the public with medical students and doctors, Medical Teacher

• Browne F et al, (2012) Development of professionalism learning tools in
• steopathy, AMEE Conference Poster presentation
• Dye M et al, (2013) Developing dialogic e-learning for osteopathic professionalism,

AMEE Conference Poster presentation

Thank you

Further questions and feedback are very welcome Please contact Fiona Browne at fbrowne@osteopathy.org.uk