Professional Experience Placement

This systematic review and narrative synthesis by Birden et al (2015) to identify how professionalism is defined in medical education. The authors provide a conceptual framework for review and search strategies to determine inclusion/exclusion of papers. The outcomes of the review were: there is no universally accepted definition of medical professionalism and no such definitions were evident in the literature and there is no agreement on what such a definition should consist of. The authors discuss how different papers conceptualise professionalism.  Although this review is about medical professionalism, there are similarities to other health or caring  professions. The majority note that personal values impact on the core values of  professionalism. There seems to be an overlap of professionalism and the concept of humanism. However, an article by Cohen (2007) cited in this review makes the distinction that professionals act in a particular way as they know what they are supposed to, without actually believing in the intrinsic worth of doing so. To Cohen (2007) humanism provides the passion that animates authentic professionalism. Regardless of differing author views Birden et al (2015) found that ethical practice, intrinsic attributes, reflection, self-awareness and accountability for actions (including commitment to excellence, lifelong learning and critical reasoning) were a set of attributes or an ethos required for professionalism. Birden et al (2015) note that the semantics of professionalism continually shift creating a dynamic situation where no definition has been agreed. They conclude by stating that a standardised definition is due as it is fundamental for assessment, performance appraisal and evasion of practitioners.

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