| Day-to-day behaviour reassures one that the physician is responsible, reliable, and trustworthy |
Comes to clinic when expected Answers pages when on call Notifies attending colleague if he or she is going away and has a maternity patient due or is following an inpatient Notifies others when away for illness or emergencies as soon as possible Sets up systems for follow-up of patients Does not lie
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Does not look up questions after specific requests Leaves early or arrives late without advising Inappropriately double-schedules activities Switches schedules to personal advantage Does not do patient rounds appropriately (eg, too infrequent, too cursory) Is unavailable for clinical responsibilities for personal reasons, without consideration of the needs of the patient or team Allows chart completion to back up unreasonably Does not document laboratory results as normal or abnormal; does not document follow-up Does not do letters or summaries Cheats on examinations or quizzes (eg, ALSO, NRP) Goes into SOOs with foreknowledge of cases (ie, cheats on examinations) Does not check allergies or interactions when prescribing Fails to follow up in a timely fashion with patients when investigations are pending (eg, skin biopsy) or in potentially serious clinical situations (eg, depressed adolescent who does not show up for an appointment) Lies about previous experience with a procedure to get to do it Signs in for others when attendance is taken at academic events Plagiarizes on projects
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| The physician knows his or her limits of clinical competence and seeks help appropriately |
Seeks opportunities to address limitations to improve knowledge and skills (electives or continuing education) Does not use the excuse of limited clinical competence to avoid challenging clinical problems
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Argues about deficiencies in clinical competence in spite of examples to illustrate concerns Ignores clinical problems to mask clinical limitations Refers cases even when he or she has the skills and resources to perform the tasks (does not take the time to do appropriate medical procedures) Does not initiate the management of complex or difficult problems when a patient presents—defers to an attending physician or a consultant Does not prepare adequately for a procedure
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| The physician demonstrates a flexible, open-minded approach that is resourceful and deals with uncertainty |
In patient encounters, consistently demonstrates a willingness to explore the patient’s ideas of cause and take steps to include or exclude these from the ensuing differential diagnosis Is willing to adapt diagnosis or plan when provided with an alternative view, information, or perspective (willing to change his or her mind) Provides time to deal with the emotion related to an uncertain diagnosis Does not unnecessarily limit patient options (ie, does not display paternalism) Is satisfied with “symptom diagnosis” (eg, says “dyspepsia,” not “peptic ulcer disease”) when information is limited or diagnosis is not confirmable Formulates a patient-centred, stepwise plan to deal with a situation even when he or she does not know the answer
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Cuts patients off Refuses to deal with a serious problem during an office visit because of time Refuses to see a patient who arrives slightly late for an appointment Shows anger or rigidity when patients do not follow a prescribed course of action Becomes dismissive of patient ideas when they do not fit his or her own Uses manipulative techniques to influence patient behaviour (“I won’t be able to take care of you if you choose to do …”)
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| The physician evokes confidence without arrogance, and does so even when needing to obtain further information or assistance |
Says, “I don’t know but I know how I am going to find out” Management discussions with patients are clearly helpful to the patient with “value added,” even without a certain diagnosis or final opinion about available treatment Projects appropriate confidence in nonverbal communication: looks patients in the eye when he or she says, “I don’t know”
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Uses own experience to devalue the patient’s experience (eg, “I didn’t have to have an epidural”) Tells patients what to do without understanding their circumstances (displays arrogance or paternalism)
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| The physician demonstrates a caring and compassionate manner |
Allows patients time to verbalize their concerns without cutting them off; listens for a while before talking—actively listens before talking Does not belittle the patient’s losses or fears Asks patients about their feelings, worries, and hopes Sits down with patients whenever possible while communicating Addresses issues or behaviours with patients rather than confronting them personally or judgmentally Expands on healthy options or choices with patients Keeps patients’ needs foremost when faced with own personal concerns about medical errors, disasters, or accusations Is willing to acknowledge the patient’s emotions within the encounter Does not blame patients for difficult situations they encounter When dealing with a difficult patient, recognizes his or her own feelings and avoids expressing anger inappropriately Despite time and workload pressure, maintains a pleasant, compassionate approach
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| The physician demonstrates respect for patients in all ways, maintains appropriate boundaries, and is committed to patient well-being. This includes time management, availability, and a willingness to assess performance |
Respects the patient’s time as if it were his or her own: does his or her best to be on time; acknowledges when he or she is not Does not impose personal religious, moral, or political beliefs on patients Does not ask for or accept offers of dates from patients Does not ask patients for favours Does not accept inappropriate gifts Does not make jokes at a patient’s expense Respects a patient’s lifestyle choices as his or hers to make Appreciates the power differential in the physician-patient interaction Maintains personal appearance to facilitate patient comfort and confidence for individual patients, or for specific patient populations Comments and behaviours reinforce and enhance the patient’s abilities and capabilities Does not lend patients money (or borrow money from patients) Recognizes the difference between maintaining confidentiality and seeking appropriate professional advice when needed in difficult situations Actively looks at his or her practice with assessment tools, and implements appropriate changes Thinks and speaks about patients in a positive manner Attempts to understand patient issues that precipitate difficult behaviour or noncompliance, and adapts his or her response accordingly
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Always seems rushed or burdened by too many demands Complains about other team members in front of patients Blames others for a personal lack of organization or harried approach (eg, “Who took my stethoscope this time?” “Where’s my pen?” “I’m late because there are no parking spots.” “The secretary didn’t remind me I had to be there.” “My charts weren’t out.”) Is reluctant or refuses to see some patients
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| The physician demonstrates respect for colleagues and team members |
Does not undermine and avoids making negative comments about other providers, especially those who might have seen patients in different settings or contexts When consulted or asked for help, listens to concerns and tries to respond positively and to be available (“How can I help?” vs “I don’t need to see this patient”) When needing to talk to someone unexpectedly, waits and picks the right moment; does not interrupt unduly Thinks and speaks about colleagues in a positive manner; respects their time as if it were his or her own Arrives on time Pays attention when others are speaking Lets others speak or continue; hears them out and stays respectful even if he or she might not agree with topics or points of view
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Provides inappropriate feedback in an insensitive manner (eg, nonspecific; wrong place, wrong time) Leaves early, picks the easy tasks, leaves tasks unfinished, etc, such that others have more work Discusses contentious issues in public, or gossips Avoids the discussion of contentious issues that are having or might have important effects on team dynamics and outcomes Argues with other team members Does not make personal adjustments in spite of repeated messages from others about performance in the workplace A male trainee does not accept feedback from a female colleague or faculty Does other things (ie, does not pay attention) while a colleague is speaking (eg, text messages, reads paper, does charts)
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| Day-to-day behaviour and discussion reassures that the physician is ethical and honest |
When an error has been made, acknowledges his or her own contribution, discusses it with the appropriate parties, and tries to clarify why the error was made and apply corrective action for the future Obtains informed consent; asks about privacy, communication, or confidentiality Respects patient autonomy, and assesses whether patient decision making is impaired Provides honest estimates concerning time, services, and billing
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Discloses patient information against his or her expressed wishes, especially with respect to adolescents, the elderly, and patients with different cultural issues Discusses patients in “public” places Provides medical treatment inappropriately to colleagues, including writing prescriptions Claims (to colleagues, patients, others) to have done something that has not been done (eg, history, physical examination, laboratory tests, telephone calls, follow-up) Takes credit for work done by others (for monetary reasons, for prestige, for any reason) Has inappropriate prescribing practices (eg, puts in the name of someone with a drug plan instead of the patient, prescribes inappropriately for self-gain, prescribes without sufficient assessment) Makes unjustifiable claims on insurance or other forms
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| The physician practises evidence-based medicine skillfully. This implies not only critical appraisal and information-management capabilities, but incorporates appropriate learning from colleagues and patients |
Does not give undue weight to evidence-based medicine: incorporates the patient’s and family’s expertise about the uniqueness of their situation; incorporates the experience and expertise of colleagues and team members, as well as his or her own When a patient questions care or makes suggestions, is open to respectful discussion; responds positively to patients who bring materials from the Internet When using guidelines or the results of clinical trials (on large populations), customizes and adapts them to ensure applicability to the individual patient in question Does not change a current treatment plan when temporarily dealing with someone else’s patient; if he or she thinks changes are desirable, discusses them first with the regular provider Checks as to whether practice is consistent with recent evidence, and makes changes consistent with this evidence Identifies knowledge gaps in own clinical practice, and develops a strategy to fill them; frames clinical questions that will facilitate the search for “answers” to these gaps
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Does not use resources to acquire up-to-date information about specific cases Following a group discussion and decision, does not incorporate agreed-upon changes into clinical practice Relies too much on a limited set of inappropriate information resources (eg, drug company representatives, unselected Internet material, The Medical Post, “expert” opinion) Does not critically question information
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| The physician displays a commitment to societal and community well-being |
Does not dismiss concerns raised by patients on local issues that have an effect on their health (eg, safe walking areas, pollution) Tries to empower the patient who raises concerns about community issues; acts in a confidential manner Responds positively to community requests for participation: will dedicate some time and experience, some resources (eg, put a poster up)
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Does not respect the duty to report in situations in which there is a clear danger to others (eg, meningococcal disease, capacity to drive, child abuse) Does not report inappropriate behaviour (eg, substance abuse) of professional colleagues to the appropriate supervisor or authority
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| The physician displays a commitment to personal health and seeks balance between personal life and professional responsibilities |
Takes appropriate time to fulfil personal needs Is willing to discuss observations from colleagues or team members when behaviour suggests difficulty because of stress When a conflict between professional and personal activities is brought to his or her attention, discusses it, makes an appropriate adjustment or not Sometimes puts the patient first, ahead of personal need, and demonstrates satisfaction and appreciation of the value of this action Has a healthy lifestyle: does not smoke, does not drink to excess, drives reasonably
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Takes frustration, etc, out on colleagues or staff (eg, is rude and inappropriate) Fails or refuses to recognize or deal with significant illness or a condition that might have an effect on professional activities, especially when concerns are identified by others Stays overtime inappropriately, comes to work sick, is unwilling to take time off Burdens co-workers when taking care of own needs (ie, leaves many things undone without communicating with colleagues) Transfers tasks to colleagues without clear justification, without adequate communication; changes availability for professional tasks “frequently” or “at the last minute” Seeks medical care from friends or colleagues outside of a normal physician-patient relationship; acts as own physician
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| The physician demonstrates a mindful approach to practice by maintaining composure and equanimity, even in difficult situations, and by engaging in thoughtful dialogue about values and motives |
Given a difficult situation, maintains composure and is able to act appropriately (eg, with angry patients, an unexpected clinical turn of events, an overwhelming demand, examinations) Is consistently attentive to a patient or colleague throughout any interaction Tries to understand the behaviour of others without getting mad or being hurt Does not display anger, inappropriate humour, or other emotions when this could undermine constructive work with patients or colleagues When emotions are intense or visible, can nevertheless explain or suggest a constructive plan of action Does not lose his or her cool—even when the other person in the room loses it Can allow for multiple perspectives from various participants in complex situations; entertains or solicits other viewpoints Is willing to engage in dialogue, in order to learn from experience and others, when
-a bad or unexpected outcome occurs; -there are conflicting ideas; or -he or she is asked questions (does not perceive these as a threat; makes time to discuss them vs being “too busy to talk about it”)
When a mistake appears to have been made, acknowledges it and looks first for personal responsibility rather than directing blame elsewhere
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