Table 1.

Methods for Teaching Professionalism During Residency Training as Perceived by Residents at 3 Institutions^*,†

	N	Percentage of Respondents§
Teaching methods rated as used a large amount‡
Role-modeling by attendings	114	69
Role-modeling by colleagues	97	58
Teaching methods rated as used a small amount or not at all‡
Role-play	142	85
Videotaped patient-physician interactions	141	85
Standardized patients	140	84
Teaching methods rated as preferred∥
Role-modeling by attendings	145	85
Role-modeling by colleagues	130	80
Evaluation and feedback	122	75
Teaching methods rated as opposed§
Role-play	117	72
Videotaped patient-physician interactions	101	63
Standardized patients	117	73

^*Teaching methods assessed were: role-modeling by faculty attendings, reflection/discussion of experiences, integration into existing education (e.g., noon conference), role modeling by colleagues, resident support group, evaluation and feedback, mentor program, videotaped patient-physician interactions, standardized patients, role-play, case-based scenarios, reading packet, web-based course, lectures, group problem-solving exercises, and other (specify).

^†For these results, only the methods with the largest percentages are displayed.

^‡On a Likert ratings scale 0 to 4, “a large amount” = 4 and “a small amount or not used” < = 2

^§Small numbers of the 169 respondents did not answer individual questions (range of nonresponses 1 to 10), and reported percentages are based on total respondents for each question.

^∥On a Likert ratings scale 1 to 5, “preferred” ≥4 and “opposed” ≤2