Description 

“Professionalism” has been considered a foundational pillar of American medicine since its inception. As one of the six core competencies set forth by both the LCME and ACGME, medical professionalism is used as a central component of evaluations at all levels of training. Yet despite its pervasive use – and the gravity with which deviations are treated – “professionalism” is an abstract, vague notion that currently has no consensus definition (Birden et al, 2014; Lee, 2017). Furthermore, conceptions of professionalism are differentially operationalized across contexts (e.g., clinical, pedagogical, workplace culture, etc.), and used to encompass a broad set of behaviors, language, affect, styles of dress, and unwritten codes of conduct. Scholars have described – especially in historically white-dominated institutions such as hospitals and universities – how standards of professionalism often encode and reinforce white-dominant culture and marginalize BIPOC (Black, Indigenous, People of Color) (Gray, 2019; Marom, 2019). Recent literature suggests that professionalism concerns and citations are disproportionately used as “corrective feedback” towards women and BIPOC trainees, which may be contributing to the increased attrition among these groups. One large survey study demonstrated that women and BIPOC, compared to their white male colleagues, tend to experience more infringements on their professional boundaries and have more often considered changing jobs because of others’ unprofessional behaviors (Alexis et al, 2020). The overarching goal of this workshop is for participants to reflect on how current conceptions and subjective evaluations of medical professionalism often perpetuate intersectional discrimination, which disproportionately has a deleterious impact on women and BIPOC physicians. We will present a brief historical overview and literature review on the fluid and contextual nature of professionalism. Participants will engage in active learning and skills-building via small and large group discussions of case vignettes. They will work in small groups to unpack and recognize intersectional discrimination embedded in the current conceptualization of medical professionalism. Participants will leave the workshop with an appreciation for the imperative to re-imagine the concept of professionalism in ways that allow for more diverse and inclusive identities in medicine.

Format 

Recorded webinar.

This content was recorded during the APA 2023 Annual Meeting.

Learning Objectives 

1. Describe medical professionalism as a fluid, contextual, subjective notion informed by current conceptions of professionalism have been largely based on adhering to white-dominant culture and norms.
2. Recognize that professionalism concerns and citations are disproportionately used to assimilate and “correct” BIPOC individuals, while privileging white cis/heteronormative western values and norms.
3. Demonstrate, through a series of case vignettes, ways in which medical “professionalism” can perpetuate intersectional discrimination.
4. Reconceptualize medical professionalism towards allowing for diverse and inclusive manners of speech, affect, dress, and unwritten codes of conduct.

Target Audience 

Medical Students, Residents/Fellows, Psychiatrists, non-psychiatrist Physicians

Estimate Time to Complete 

Estimated Duration: 1 hour
Program Start Date: May 1, 2025
Program End Date: May 1, 2028

How to Earn Credit 

Participants who wish to earn AMA PRA Category 1 Credit™ may do so after completing all sections of the course including the evaluation. After evaluating the program, course participants will be provided with an opportunity to claim hours of participation and print an official CME certificate (physicians) or certificate of participation (non-physicians) showing the completion date and hours earned. 

Continuing Education Credit  

In support of improving patient care, the American Psychiatric Association is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. 

The APA designates this live activity for a maximum of 1 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. 

Faculty and Planner Disclosures 

The American Psychiatric Association adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Medical Education. Any individuals in a position to control the content of a CME activity — including faculty, planners, reviewers or others — are required to disclose all relevant financial relationships with ineligible entities (commercial interests). All relevant conflicts of interest have been mitigated prior to the commencement of the activity. 

Instructors 

• J. Corey Williams, MD
• Ashley Walker, MD
• David Ross, MD
• Kaosoluchi Enendu, MD, MBA
• Michael Travis, MD

Planners  

• Vishal Madaan, MD, Chief of Education and Deputy Medical Director at the American Psychiatric Association.

Accessibility for Participants with Disabilities 

The American Psychiatric Association is committed to ensuring accessibility of its website to people with disabilities. Please contact the American Psychiatric Association at 202-559-3900, if you require assistance seven (7) business days prior to the start of a live webinar. 

Technical Requirements 

This internet-based CME activity is best experienced using any of the following: 

• The latest and 2nd latest public versions of Google Chrome, Mozilla Firefox, or Safari 
• Internet Explorer 11+ 

This Web site requires that JavaScript and session cookies be enabled. Certain activities may require additional software to view multimedia, presentation, or printable versions of the content. These activities will be marked as such and will provide links to the required software. That software may be: Adobe Acrobat Reader, Microsoft PowerPoint, and Windows Media Player. 

Optimal System Configuration: 

• Browser: Google Chrome (latest and 2nd latest version), Safari (latest and 2nd latest version), Internet Explorer 11.0+, Firefox (latest and 2nd latest version), or Microsoft Edge (latest and 2nd latest version) 
• Operating System: Windows versions 8.1+, Mac OS X 10.5 (Leopard) +, Android (latest and 2nd latest version), or iOS/iPad OS (latest and 2nd latest version) 
• Internet Connection: 1 Mbps or higher 

Minimum Requirements: 

• Windows PC: Windows 8.1 or higher; 1 GB (for 32-bit)/2 GB (for 64-bit) or higher RAM; Microsoft DirectX 9 graphics device with WDDM driver; audio playback with speakers for programs with video content 
• Macintosh: Mac OS X 10.5 or higher with latest updates installed; Intel, PowerPC G5, or PowerPC G4 (867MHz or faster) processor; 512 MB or higher RAM; audio playback with speakers for programs with video content 

For assistance: Contact educme@psych.org for questions about this activity | Contact learningcenter@psych.org for technical assistance