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. 2015 Jul 6;2(3):2374289515592887. doi: 10.1177/2374289515592887

Table 3.

Potential Future Areas for Research and Education in Professionalism.

  • Organize national workshops and seminars to provide open forums for discussing best practices, assessment tools, and approaches to remediation of professionalism

  • Perform detailed and extensive surveys of program directors, faculty, and residents to ascertain their perspectives on what constitutes unprofessional behavior and how best to address it

  • Validate and standardize multiple case scenarios and remediation approaches that could be presented to faculty and residents at multiple institutions and the results compared and shared

  • Develop and validate on-boarding and orientation programs incorporating significant amounts of ethics and professionalism education

  • Develop webinars or other online education programs to provide easy access to ethics and professionalism education to faculty and residents at multiple institutions

  • Study and validate the utility and efficacy of the Pathology Milestones in assessing ethical and professional behavior

  • Incorporate examination questions related to ethics and professionalism in in-service examinations given to residents and fellows (eg, RISE, TMISE, FISHE, etc) and score/result these as a separate category for ease of interpretation

  • Develop and research a variety of education and assessment tools for ethics and professionalism such as narrative self-reflection, case portfolios, utility of focus groups, utility of “teachable moments” at the scope and the bedside, and so on

  • Study the role/importance of faculty mentors and role models in influencing and shaping residents’ education and practice of ethical and professional behavior

  • Study how a “culture of professionalism” could be developed and promoted within departments and training programs

  • Develop methods to incorporate critical thinking skills into educational efforts related to ethics and professionalism

  • Develop faculty development tools for assessing residents’ professionalism, interpersonal, and communication skills

  • Research the presence and significance of a “hidden curriculum,” as it relates to ethics and professionalism in pathology training

Abbreviations: RISE, resident in-service examination; TMISE, transfusion medicine in-service examination; FISHE, fellow in-service hematopathology examination.