Enhancing professionalism in post-graduate medical education: the initial implementation and evaluation  of a longitudinal curriculum for geriatrics residents in Toronto, Canada

Kristina M Kokorelias; Muhammad Harris Sheikh; Maryam Naimi; Bernice Ho; Edwin W Wong; Stephanie G Brooks; Dov Gandell; Arielle S Berger

doi:10.36834/cmej.79033

Authors

Kristina M Kokorelias University of Toronto
Muhammad Harris Sheikh University of British Columbia
Maryam Naimi University of Toronto
Bernice Ho University of Toronto https://orcid.org/0000-0002-9809-007X
Edwin W Wong University of Toronto
Stephanie G Brooks University of Toronto
Dov Gandell University of Toronto
Arielle S Berger University of Toronto https://orcid.org/0000-0002-7896-3638

DOI:

https://doi.org/10.36834/cmej.79033

Abstract

Background: Professionalism is vital in medicine, yet gaps exist in its teaching within post-graduate medical education (PGME).

Methods: We developed an eight-session curriculum on professionalism for geriatrics residents at the University of Toronto. Topics included personal-professional identity, physician well-being, communication, and leadership, incorporating a focus on self-reflection throughout. We evaluated the curriculum in two ways: (1) we captured immediate reactions using standard evaluations with Likert-scale questions on teaching effectiveness. (2) Graduated residents participated in semi-structured interviews to assess deeper reactions and longer-term impacts on professional identity and practice. Interview transcripts were rigorously analyzed using thematic.

Results: The teaching effectiveness scores averaged from 80 written evaluations were excellent: 4.45/5 (89%). We interviewed 12 of 22 eligible graduates (55%). Thematic analysis demonstrated that the curriculum impacted residents in three key thematic areas: (1) it led participants to understand their role as physicians in a more comprehensive way, while staying consistent with their personal values and strengths. (2) Communication skills training in particular equipped learners with important skills needed to enact their professional standards. (3) Through developing a supportive community and practicing mindful self-reflection, participants reported improvements in their well-being.

Conclusions: This paper demonstrates that professionalism can and should be integrated into the formal curriculum of post-graduate medical education. Key success factors in our study included a focus on fostering peer support and training in communication skills as a concrete method to actualize personal professional standards.

Author Biographies

Kristina M Kokorelias, University of Toronto

Senior Academic Program Coordinator and Associate Scientist for the Healthy Aging and Geriatrics Program at Sinai Health and University Health Network; and Assistant Professor in Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Canada

Muhammad Harris Sheikh, University of British Columbia

Internal Medicine Resident, University of British Columbia

Maryam Naimi, University of Toronto

Undergraduate student, University of Toronto

Bernice Ho, University of Toronto

Paediatric resident at the Hospital for Sick Children, University of Toronto, Toronto, Canada.

Edwin W Wong, University of Toronto

Adult Neurology Resident, University of Toronto.

Stephanie G Brooks, University of Toronto

Medical genetics and genomics resident, University of Toronto.

Dov Gandell, University of Toronto

Assistant Professor, Department of Medicine, University of Toronto; Program Director of the Geriatric Residency Program, University of Toronto; and Staff Physician at Sunnybrook Health Sciences Centre, Toronto, Canada

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