Professing Professionalism: Are We Our Own Worst Enemy? Faculty Membersʼ Experiences of Teaching and Evaluating Professionalism in Medical Education at One School

Abstract

All faculty expressed that teaching and evaluating professionalism posed a challenge for them. They identified their own lapses in professionalism and their sense of powerlessness and failure to address these with one another as the single greatest barrier to teaching professionalism, given a perceived dominance of role modeling as a teaching tool. Participants had several recommendations for faculty development and acknowledged a need for culture change in teaching hospitals and university departments.