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Assessment of Professionalism as an Obligation for Self ... October 2014 Papadaki… · Maxine A....
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Maxine A. Papadakis, M.D. Professor of Medicine
Associate Dean of Students UCSF
Assessment of Professionalism as an
Obligation for Self Regulation
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Objectives
1. Link unprofessional behavior in training to licensing boards' disciplinary actions
1. Describe the demographics of
disciplinary actions by medical boards
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1. Body of knowledge that is owned by the profession; distinguished from mere skill 2. Occupation pursued largely for others 3. Financial return not the accepted measure of success; obligation of self- regulation; QI
Three characteristics define a profession Louis Brandeis
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What is Professionalism? American Board of Internal Medicine
Charter on Professionalism Altruism Accountability Excellence Duty Honor and Integrity Respect for others
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What is Professionalism?
A professional is someone you can trust to do the right thing even when no one is looking
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It is a privilege and a joy to be involved in the education of medical
students
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Evaluation of Third Year Medical Student
Residents feel that he accepted responsibility to which he was not ready and acquitted his responsibility without consultation. One resident even said he might be “dangerous”. When confronted with the consequences of his precipitous actions, his characteristic response was to be stubborn and argumentative.
We do not feel his behavioral problem is sufficient to invalidate the fact that he passed the course, but it is sufficient to prevent his receiving a grade higher than pass.
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UCSF’s Professionalism Evaluation System
Process implemented in 1995 Professionalism became “core” Physicianship Forms Longitudinal overview
Goal is remediation Academic consequences Needed outcome data
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Research Question
Does unprofessional behavior in medical school predict
disciplinary action by the state licensing boards?
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Unprofessional Behavior in Medical School and Subsequent
Disciplinary Action by State Medical Boards
A Teherani, M Banach, C Hodgson, S Rattner, J Veloski, D Stern, T Knettler UCSF, University of Michigan, Jefferson Medical College,
Federation of State Medical Boards M Papadakis et al NEJM 2005
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Methods
Design Case-control study Cases All graduates disciplined
by any state medical board (1990-2003) from:
Jefferson Medical College University of Michigan
UCSF
Controls Matched to: School Graduation year Specialty
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Association of Unprofessional
Behavior in Medical School with Subsequent Disciplinary Action
n = 732 physicians (1/3 cases, 2/3 controls)
3 medical schools 40 state medical boards in the U.S.
Odds ratio CI (95%) Attributable risk 3.0 1.9-4.8 26%
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Frequency of Unprofessional Behavior in Medical School
Cases Controls P 39% 19% <.001
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Types of Unprofessional Behavior Associated with Disciplinary Action
Odds Ratio Irresponsibility 8.5 Poor self-improvement 3.1 Immaturity Not Significant Poor initiative NS Impaired relationships with: Students, residents, faculty NS Nurses NS Patients and families NS
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Poor Ability to Self Improve
Does not solicit feedback Does not incorporate the feedback Critical negatives
Lack of adaptability Arrogant, bad attitude Always need to be right
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Other Predictors Odds Ratio Attributable risk Undergraduate science grade point average 1.0
MCAT scores 0.6 1%
Medical school grades Years 1-2 1.6 7% Years 3-4 1.1
NBME/USMLE Step 1 0.9
Unprofessional behavior 3.0 26%
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Student Evaluation We had many problems with this student. She was undependable in checking on patients’ problems. She directed much of her energy to impressing the faculty and expended little energy in performing assigned duties. She was manipulative in her dealings with staff and on some occasions frankly offended some of them.
I have considered failing this student. However, this would serve no good function, since she would have to repeat the rotation and doesn’t learn from or accept criticism. Her problem, although severe and deep seated, is one of personality and behavior, not academic and therefore not amenable to remedial work.
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“Forward Feeding”
“Acquisition of knowledge & clinical skills, & the behaviors associated with professionalism, are longitudinal and cumulative.
A series of isolated assessments that begin anew each six or eight weeks often fails to identify inadequate or marginal performance on a timely basis, or at all."
L Cleary Acad Med 2008
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Do These Relationships Persist During Residency?
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American Board of Internal Medicine Study
Design Cohort study Subjects All U.S. medicine residents
in 1990-2000 n=66,000
Predictor variables Performance measures
Program Director ratings (6 components)
Certification examination score Demographics
Outcome variable Disciplinary action (17 years)
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Six Components of the Program Director Ratings
Medical interviewing Physical examination skills Procedural skills Medical knowledge Professionalism
Embedded in medical school grades Overall clinical competence
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RESULTS over the 17-year interval of the study
Total study population = 66,171 Disciplined physicians = 1%
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Bases of Disciplinary Actions %
Failure to meet educational requirement (e.g. CME) 18 General 16 Fraud/billing/tax irregularities 10
Controlled substance violations 9 Examination/license irregularities 8
Substance use (e.g. self use of drugs/alcohol) 8 Professional conduct 6 Convicted of a crime 5 Sexual misconduct 5
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Significant Predictor Variables
Odds Ratio Low professionalism score 2 Low ABIM certification exam score 2 M Papadakis et al Ann Intern Med 2008
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31.3
21.2
13.2 11.87.1 5.5 4.6
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
1-3 (n=126)
4 (n=1,028)
5 (n=6,592)
6 (n=12,372)
7 (n=20,262)
8 (n=12,001)
9 (n=3,538)
Program Director Ratings of Resident Professionalism
# D
isci
plin
ary
Act
ions
(Per
10,
000
Pers
on Y
ears
)
Resident’s Professionalism Rating and Risk for Subsequent Disciplinary Action
Program Director Ratings of Resident Professionalism
1 - 3 4 5 6 7 8 9
Dis
cipl
inar
y Ac
tions
per
10K
Pra
ctic
e Ye
ars
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0.0
5.27.0
10.6
14.2
19.6
0.0
5.0
10.0
15.0
20.0
25.0
30.0
z ≤ -2.0 (n=1,188)
-2.0 < z ≤ -1.0(n=6,800)
-1.0 < z ≤ 0.0(n=20,207)
0.0 < z ≤ 1.0(n=27,662)
1.0 < z ≤ 2.0(n=9,999)
z > 2.0 (n=248)
Initial IM Certification Score (equated z-score)
# of
Dis
cipl
inar
y A
ctio
ns (P
er 1
0,00
0 pe
rson
yea
rs)
Score on the Internal Medicine Certification Examination and Risk for Subsequent Disciplinary Action
Dis
cipl
inar
y Ac
tions
per
10K
Pra
ctic
e Ye
ars
Initial IM Certification Score
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Practical Implications Study provides documentation that ratings
in professionalism bear on the subsequent care of patients
Data support ACGME’s inclusion of
professionalism as a competency
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What do the data from these two studies NOT support?
Dismissal of trainees for fear of subsequent disciplinary action
Performance measures during training are poor
screening tests for disciplinary action
Decisions to promote residents and fellows should
be based on demonstration of ACGME
competencies
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What do we know about remediation?
Perspective: The Education Community Must Develop Best Practices Informed by Evidence-Based Research to Remediate Lapses of Professionalism
M. Papadakis et al Acad Med 2012
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Challenge to identify applicants who are most likely to be
professional The largest challenge Personal interview has limited ability to assess
non-cognitive domains Personal statement Not predictive of performance Cottage industry-misrepresentation of the
applicant’s independent capability M Papadakis et al Ann Intern Med 2010
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Multiple Mini-Interview (MMI)
Kevin Eva et al Admission OSCE Scenarios
Medical student with alcohol on breath You inadvertently give the wrong drug Patient asks you out for a date Patient asks for antibiotic for family member
to be paid by patient’s insurance Classmate gives you test answer sheet
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MMI for Admission to Medical School
Best predictor of: Much preclerkship and clerkship
performance, including OSCE Not predicted by other admissions measures
or grade point average Grade point average best predictor of
performance on multiple-choice questions of medical knowledge
McGill: MMI 70% of final rank
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How do we create a “culture of professionalism”?
Learning Environment
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Must address unprofessional behavior by faculty and residents
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Third Year Medical Student: An attending made me feel like I wasn't a valued member of the team. She cut me off and shut down my ideas, even if they were suggested or backed by the resident. She seemed to go out of her way to hug nurses, interns, & other members of the team, but would barely acknowledge me. The other med student had the same experience with her. I did not report it because I felt like it was "part of third year..."
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Central Monitoring of Data
Critical to the success of the initiative Know up front what is expected Assessment drives performance
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Challenges of QI to Professionalism
Physicians evolve a professionalism instinct
in their identify formation development Pay for performance is now a central
strategy to improve health care Assumption
The reason we suffer from poorer than desired quality is that physicians are not adequately motivated
Financial incentives will increase physician motivation
M Wynia J Gen Intern Med 2009
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Long term effect of premier pay for performance and 30 day mortality
Jha AK et al N Engl J Med 2012
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Unintended Consequences?
Day Care Center Parents tardy in picking up children Intervention Desired outcome?
Antibiotics for pneumonia w/in 4 hours of ER
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Summary
Professionalism is rightly a core academic (not just disciplinary) competence
Addressing professional lapses is self-regulation; our profession must “profess” professionalism
Must be mindful not to erode the
fundamental characteristics of our profession
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Letters to a Young Poet Rainer Maria Rilke 1984
“…have patience with everything unresolved in your heart and try to love the questions themselves…the point is to live everything. Live the questions now. Perhaps then, someday far in the future, you will gradually, without even noticing it, live your way into the answer.”
D Leach Acad Med 2014