Skip to main content

Professionalism and the Heisenberg Uncertainty Principle

  • Chapter
Professionalism in Medicine

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

eBook
USD 16.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Accreditation Council for Graduate Medical Education (ACGME). (1999). Outcome project. Retrieved July 1, 2005 from the website: http://www.acgme.org/outcome/comp/compFull.asp

    Google Scholar 

  • Altshuler, L., & Kachur, E. (2001). A culture OSCE: Teaching residents to bridge different worlds. Academic Medicine, 76, 514.

    Article  Google Scholar 

  • American Board of Internal Medicine Foundation, ACPBASIM Foundation, and European Federation of Internal Medicine. (2002). Medical professionalism in the new millennium: A physician charter. Annals of Internal Medicine, 136, 243–246.

    Google Scholar 

  • American Institute of Physics. (2005). Quantum mechanics 1925–1927: The uncertainty principle. Retrieved on July 1, 2005 from the Website: http://www.aip.org/history/heisenberg/p08.htm

    Google Scholar 

  • American Psychiatric Association (2003). Practice guideline for the assessment and treatment of patients with suicidal behaviors. American Journal of Psychiatry, 160, 1–60.

    Article  Google Scholar 

  • American Psychiatric Association (2001). The principles of medical ethics with annotations especially applicable to psychiatry. Washington, DC: American Psychiatric Publishing.

    Google Scholar 

  • Anijar, K. (2004). Discourse as rock formation: Fruitcake as professionalism. American Journal of Bioethics, 4, W8–10.

    Article  Google Scholar 

  • Appelbaum, P. S., & Reiser, S. J. (1981). Ethics rounds: A model for teaching ethics in the psychiatric setting. Hospital and Community Psychiatry, 32, 555–560.

    Google Scholar 

  • Arnold, E. L., Blank, L. L., Race, K. E., & Cipparrone, N. (1998). Can professionalism be measured? The development of a scale for use in the medical environment. Academic Medicine, 73, 1119–1121.

    Article  Google Scholar 

  • Arnold, L. (2002). Assessing professional behavior: Yesterday, today, and tomorrow. Academic Medicine, 77, 502–515.

    Google Scholar 

  • Arnold, L., Willoughby, T. L., & Calkins, E. V. (1985). Self-evaluation in undergraduate medical education: A longitudinal perspective. Journal of Medical Education, 60, 21–28.

    Google Scholar 

  • Arnold, R. M., & Forrow, L. (1993). Assessing competence in clinical ethics: Are we measuring the right behaviors. Journal of General Internal Medicine, 8, 52–54.

    Google Scholar 

  • Association of American Medical Colleges (1998). Learning objectives for medical student education: Guidelines for medical schools, medical school objectives project January 1998. Retrieved July 1, 2005, from the Website: http://www.aamc.org/meded/msop/msop1.pdf

    Google Scholar 

  • Baldwin, D. C, Jr., Daugherty, S. R., & Rowley, B. D. (1998). Unethical and unprofessional conduct observed by residents during their first year of training. Academic Medicine, 73, 1195–1200.

    Article  Google Scholar 

  • Barry, D., Cyran, E., & Anderson, R. J. (2000). Common issues in medical professionalism: Room to grow. American Journal of Medicine, 108, 136–142.

    Article  Google Scholar 

  • Barry, L., Blair, P. G., Cosgrove, E. M., Cruess, R. L., Cruess, S. R., Eastman, A. B. et al. (2004). One year, and counting, after publication of our ACS code of professional conduct. Journal of American College of Surgeons, 199, 736–740.

    Article  Google Scholar 

  • Berkman, N. D., Wynia, M. K., & Churchill, L. R. (2004). Gaps, conflicts, and consensus in the ethics statements of professional associations, medical groups, and health plans. Journal of Medical Ethics, 30, 395–401.

    Article  Google Scholar 

  • Boon, K., & Turner, J. (2004). Ethical and professional conduct of medical students: Review of current assessment measures and controversies. Journal of Medical Ethics, 30, 221–226.

    Article  Google Scholar 

  • Branch, W. T., Jr., & Paranjape, A. (2002). Feedback and reflection: Teaching methods for clinical settings. Academic Medicine, 77, 1185–1188.

    Article  Google Scholar 

  • Brownell, A. K., & Cote, L. (2001). Senior residents’ views on the meaning of professionalism and how they learn about it. Academic Medicine, 76, 734–737.

    Article  Google Scholar 

  • Burack, J. H., Irby, D. M., Carline, J. D., Root, R. K., & Larson, E. B. (1999). Teaching compassion and respect: Attending physicians’ responses to problematic behaviors. Journal of General Internal Medicine, 14, 49–55.

    Article  Google Scholar 

  • Castellani, B., & Wear, D. (2000). Physician views on practicing professionalism in the corporate age. Qualitative Health Research, 10, 490–506.

    Article  Google Scholar 

  • Christakis, D. A., & Feudtner, C. (1997). Temporary matters: The ethical consequences of transient social relationships in medical training. Journal of the American Medical Association, 278, 739–743.

    Article  Google Scholar 

  • Cohen, J. J. (2004). Ensuring the triumph of professionalism over self-interest. Association of American Medical Colleges Reporter. Accessed July 1, 2005 from the Website: http://www.aamc.org/newsroom/reporter/july04/word.htm

    Google Scholar 

  • Coulehan, J., & Williams, P. C. (2001). Vanquishing virtue: The impact of medical education. Academic Medicine, 76, 598–605.

    Google Scholar 

  • Dawson-Saunders, B., & Paiva, R. E. (1986). Self-evaluation in undergraduate medical education: A longitudinal perspective. Medical Education, 20, 240–245.

    Google Scholar 

  • Donnelly, M. B., Sloan, D., Plymale, M., & Schwartz, R. (2000). Assessment of residents’ interpersonal skills by faculty proctors and standardized patients: A psychometric analysis. Academic Medicine, 75, S93–S95.

    Google Scholar 

  • Doukas, D. J. (2004). Returning to professionalism: The re-emergence of medicine’s art. American Journal of Bioethics, 4, 18–19.

    Article  Google Scholar 

  • DuBois, J. M., & Burkemper, J. (2002). Ethics education in U.S. medical schools: A study of syllabi. Academic Medicine, 77, 432–437.

    Article  Google Scholar 

  • Emanuel, L., Cruess, R., Cruess, S., & Hauser, J. (2002). Old values, new challenges: What is a professional to do? International Journal of Qualitative Health Care, 14, 349–351.

    Article  Google Scholar 

  • Ende, J. (1983). Feedback in clinical medical education. Journal of the American Medical Association, 250, 777–781.

    Article  Google Scholar 

  • Epstein, R. M., & Hundert, E. M. (2002). Defining and assessing professional competence. Journal of the American Medical Association, 287, 226–235.

    Article  Google Scholar 

  • Ficklin, F. L., Browne, V. L., Powell, R. C, & Carter, J. E. (1988). Faculty and house staff members as role models. Journal of Medical Education, 63, 392–396.

    Google Scholar 

  • Fochtmann, L. J. (2004). The professionalism movement: Pausing and reflecting are essential. American Journal of Bioethics, 4, 38–40.

    Article  Google Scholar 

  • Gauger, P. G., Gruppen, L. D., Minter, R. M., Colletti, L. M., & Stern, D. T. (2005). Initial use of a novel instrument to measure professionalism in surgical residents. American Journal of Surgery., 189, 479–487.

    Article  Google Scholar 

  • Ginsburg, S., Regehr, G., Hatala, R., McNaughton, N., Frohna, A., Hodges, B., et al. (2000). Context, conflict, and resolution: A new conceptual framework for evaluating professionalism. Academic Medicine, 75, S6–S11.

    Article  Google Scholar 

  • Ginsburg, S., Regehr, G., & Lingard, L. (2003). To be and not to be: The paradox of the emerging professional stance. Medical Education., 37, 350–357.

    Article  Google Scholar 

  • Ginsburg, S., Regehr, G., & Lingard, L. (2004). Basing the evaluation of professionalism on observable behaviors: A cautionary tale. Academic Medicine, 79, S1–S4.

    Article  Google Scholar 

  • Ginsburg, S., Regehr, G., Stern, D., & Lingard, L. (2002). The anatomy of the professional lapse: Bridging the gap between traditional frameworks and students’ perceptions. Academic Medicine, 77, 516–522.

    Article  Google Scholar 

  • Glass, L. L. (2003). The gray areas of boundary crossings and violations. American Journal of Psychotherapy, 57, 429–444.

    Google Scholar 

  • Gordon, M. J. (1991). A review of the validity and accuracy of self-assessments in health professions training. Academic Medicine, 66, 762–769.

    Article  Google Scholar 

  • Gordon, M. J. (1992). Self-assessment programs and their implications for health professions training. Academic Medicine, 67, 672–679.

    Article  Google Scholar 

  • Gordon, M. J. (1997). Cutting the Gordian knot: A two-part approach to the evaluation and professional development of residents. Academic Medicine, 72, 876–880.

    Article  Google Scholar 

  • Gray, J. D. (1996). Global rating scales in residency education. Academic Medicine, 71, S55–S63.

    Article  Google Scholar 

  • Green, M. J., Farber, N. J., Ubel, P. A., Mauger, D. T., Aboff, B. M., Sosman, J. M., et al. (2000). Lying to each other: When internal medicine residents use deception with their colleagues. Archives of Internal Medicine, 160, 2317–2323.

    Article  Google Scholar 

  • Gutheil, T. G., & Gabbard, G. O. (1998). Misuses and misunderstandings of boundary theory in clinical and regulatory settings. American Journal of Psychiatry, 155, 409–414.

    Google Scholar 

  • Helfer, R. E. (1972). Peer evaluation: Its potential usefulness in medical education. British Journal of Medical Education, 6, 224–231.

    Google Scholar 

  • Hemmer, P. A., Hawkins, R., Jackson, J. L., & Pangaro, L. N. (2000). Assessing how well three evaluation methods detect deficiencies in medical students’ professionalism in two settings of an internal medicine clerkship. Academic Medicine, 75, 167–173.

    Google Scholar 

  • Herman, M. W., Veloski, J. J., & Hojat, M. (1983). Validity and importance of low ratings given medical graduates in noncognitive areas. Journal of Medical Education, 58, 837–843.

    Google Scholar 

  • Hodges, B., Regehr, G., & Martin, D. (2001). Difficulties in recognizing one’s own incompetence: Novice physicians who are unskilled and unaware of it. Academic Medicine, 76, S87–S89.

    Article  Google Scholar 

  • Hodges, B., Turnbull, J., Cohen, R., Bienenstock, A., & Norman, G. (1996). Evaluating communication skills in the OSCE format: Reliability and generalizability. Medical Education, 30, 38–43.

    Google Scholar 

  • Holden, J. D. (2001). Hawthorne effects and research into professional practice. Journal of Evaluation in Clinical Practice, 7, 65–70.

    Article  Google Scholar 

  • Hundert, E. M., Douglas-Steele, D., & Bickel, J. (1996). Context in medical education: The informal ethics curriculum. Medical Education, 30, 353–364.

    Google Scholar 

  • Hundert, E. M., Hafferty, F., & Christakis, D. (1996). Characteristics of the informal curriculum and trainees’ ethical choices. Academic Medicine, 71, 624–642.

    Article  Google Scholar 

  • Hunt, D. D. (1992). Functional and dysfunctional characteristics of the prevailing model of clinical evaluation systems in North American medical schools. Academic Medicine, 67, 254–259.

    Article  Google Scholar 

  • Institute of Medicine Committee on Quality of Health Care in America. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, D.C: National Academy Press.

    Google Scholar 

  • Isaacs, A. (Ed.) (2000). A dictionary of physics. New York: Oxford University Press.

    Google Scholar 

  • Jankowski, J., Crombie, I., Block, R., Mayet, J., McLay, J., & Struthers, A. D. (1991). Self-assessment of medical knowledge: Do physicians overestimate or underestimate? Journal of the Royal College of Physicians of London, 25, 306–308.

    Google Scholar 

  • Jecker, N. S. (2004). The theory and practice of professionalism. American Journal of Bioethics, 4, 47–48.

    Article  Google Scholar 

  • Johnson, D., & Cujec, B. (1998). Comparison of self, nurse, and physician assessment of residents rotating through an intensive care unit. Critical Care Medicine, 26, 1811–1816.

    Google Scholar 

  • Jacobellis v. Ohio, 378 U.S. 184. (1964). Retrieved July 1, 2005 from the website: http://www.aegis.com/law/SCt/Decisions/1964/378US184.html

    Google Scholar 

  • Kao, A., Lim, M., Spevick, J., & Barzansky, B. (2003). Teaching and evaluating students’ professionalism in U.S. medical schools, 2002–2003. Journal of the American Medical Association, 290, 1151–1152.

    Article  Google Scholar 

  • Kenny, N. P., Mann, K. V., & MacLeod, H. (2003). Role modeling in physicians’ professional formation: Reconsidering an essential but untapped educational strategy. Academic Medicine, 78, 1203–1210.

    Article  Google Scholar 

  • Klamen, D. L., & Williams, R. G. (1997). The effect of medical education on students’ patient-satisfaction ratings. Academic Medicine, 72, 57–61.

    Article  Google Scholar 

  • Klein, E. J., Jackson, J. C, Kratz, L., Marcuse, E. K., McPhillips, H. A., Shugerman, R. P., et al. (2003). Teaching professionalism to residents. Academic Medicine, 78, 26–34.

    Article  Google Scholar 

  • Klessig, J., Robbins, A. S., Wieland, D., & Rubenstein, L. (1989). Evaluating humanistic attributes of internal medicine residents. Journal of General Internal Medicine, 4, 514–521.

    Google Scholar 

  • Kohn, L. T., Corrigan, J., & Donaldson, M. S. (2000). To err is human: Building a safer health system. Washington, D.C: National Academy Press.

    Google Scholar 

  • Kreiter, C. D., Ferguson, K., Lee, W. C, Brennan, R. L., & Densen, P. (1998). A generalizability study of a new standardized rating form used to evaluate students’ clinical clerkship performances. Academic Medicine, 73, 1294–1298.

    Article  Google Scholar 

  • Larkin, G. L., Binder, L., Houry, D., & Adams, J. (2002). Defining and evaluating professionalism: A core competency for graduate emergency medicine education. Academic Emergency Medicine, 9, 1249–1256.

    Article  Google Scholar 

  • Leach, D. C. (2004). Professionalism: The formation of physicians. American Journal of Bioethics, 4, 11–12.

    Article  Google Scholar 

  • Learning objectives for medical student education: Guidelines for medical schools: Report I. of the medical school objectives project. (1999). Academic Medicine, 74, 13–18.

    Google Scholar 

  • Lehmann, L. S., Kasoff, W. S., Koch, P., & Federman, D. D. (2004). A survey of medical ethics education at U.S. and Canadian medical schools. Academic Medicine, 79, 682–689.

    Article  Google Scholar 

  • Linn, B. S., Arostegui, M., & Zeppa, R. (1975). Performance rating scale for peer and self assessment. British Journal of Medical Education, 9, 98–101.

    Google Scholar 

  • Littlefield, J., Paukert, J., & Schoolfield, J. (2001). Quality assurance data for residents’ global performance ratings. Academic Medicine, 76, S102–S104.

    Article  Google Scholar 

  • Littlefield, J. H., DaRosa, D. A., Paukert, J., Williams, R. G., Klamen, D. L., & Schoolfield, J. D. (2005). Improving resident performance assessment data: Numeric precision and narrative specificity. Academic Medicine, 80, 489–495.

    Article  Google Scholar 

  • Lowenstein, J. (2003). Where have all the giants gone? Reconciling medical education and the traditions of patient care with limitations on resident work hours. Perspectives in Biology and Medicine, 46, 273–282.

    Google Scholar 

  • Ludmerer, K. M. (1999). Instilling professionalism in medical education. Journal of the American Medical Association, 282, 881–882.

    Article  Google Scholar 

  • Lundberg, G. D. (1991). Promoting professionalism through self-appraisal in this critical decade. Journal of the American Medical Association, 265, 2859.

    Article  Google Scholar 

  • Lynch, D. C, Surdyk, P. M., & Eiser, A. R. (2004). Assessing professionalism: A review of the literature. Medical Teacher, 26, 366–373.

    Article  Google Scholar 

  • Maheux, B., Beaudoin, C, Berkson, L., Cote, L., Des, M. J., & Jean, P. (2000). Medical faculty as humanistic physicians and teachers: The perceptions of students at innovative and traditional medical schools. Medical Education, 34, 630–634.

    Article  Google Scholar 

  • Markakis, K. M., Beckman, H. B., Suchman, A. L., & Frankel, R. M. (2000). The path to professionalism: Cultivating humanistic values and attitudes in residency training. Academic Medicine, 75, 141–150.

    Article  Google Scholar 

  • Matthews, D. A., & Feinstein, A. R. (1989). A new instrument for patients’ ratings of physician performance in the hospital setting. Journal of General Internal Medicine, 4, 14–22.

    Google Scholar 

  • Maxim, B. R., & Dielman, T. E. (1987). Dimensionality, internal consistency and interrater reliability of clinical performance ratings. Medical Education, 21, 130–137.

    Google Scholar 

  • McLeod, P. J., Tamblyn, R., Benaroya, S., & Snell, L. (1994). Faculty ratings of resident humanism predict patient satisfaction ratings in ambulatory medical clinics. Journal of General Internal Medicine, 9, 321–326.

    Google Scholar 

  • Merrill, J. M., Boisaubin, E. V., Jr., Cordova, F. A., Laux, L., Lynch, E. C, Thornby, J. I. et al. (1987). Culture as a determinant of “humanistic traits” in medical residents. Southern Medical Journal, 80, 233–236.

    Google Scholar 

  • Misch, D. A. (2002). Evaluating physicians’ professionalism and humanism: the case for humanism connoisseurs. Academic Medicine, 77, 489–495.

    Article  Google Scholar 

  • Morrison, J. & Wickersham, P. (1998). Physicians disciplined by a state medical board. JAMA, 279, 1889–1893.

    Article  Google Scholar 

  • Murden, R. A., Way, D. P., Hudson, A., & Westman, J. A. (2004). Professionalism deficiencies in a first-quarter doctor-patient relationship course predict poor clinical performance in medical school. Academic Medicine, 79, S46–S48.

    Article  Google Scholar 

  • Murray, E., Gruppen, L., Catton, P., Hays, R., & Woolliscroft, J. O. (2000). The accountability of clinical education: Its definition and assessment. Medical Education, 34, 871–879.

    Article  Google Scholar 

  • Norman, G. R., Davis, D. A., Lamb, S., Hanna, E., Caulford, P., & Kaigas, T. (1993). Competency assessment of primary care physicians as part of a peer review program. Journal of the American Medical Association, 270, 1046–1051.

    Article  Google Scholar 

  • Norris, D. M., Gutheil, T. G., & Strasburger, L. H. (2003). This couldn’t happen to me: Boundary problems and sexual misconduct in the psychotherapy relationship. Psychiatric Services, 54, 517–522.

    Article  Google Scholar 

  • Novack, D. H., Detering, B. J., Arnold, R., Forrow, L., Ladinsky, M., & Pezzullo, J. C. (1989). Physicians’ attitudes toward using deception to resolve difficult ethical problems. JAMA, 261, 2980–2985.

    Article  Google Scholar 

  • Papadakis, M. A., Hodgson, C. S., Teherani, A., & Kohatsu, N. D. (2004). Unprofessional behavior in medical school is associated with subsequent disciplinary action by a state medical board. Academic Medicine, 79, 244–249.

    Article  Google Scholar 

  • Papadakis, M. A., Loeser, H., & Healy, K. (2001). Early detection and evaluation of professionalism deficiencies in medical students: One school’s approach. Academic Medicine, 76, 1100–1106.

    Article  Google Scholar 

  • Papadakis, M. A., Osborn, E. H., Cooke, M., & Healy, K. (1999). A strategy for the detection and evaluation of unprofessional behavior in medical students. University of California, San Francisco School of Medicine Clinical Clerkships Operation Committee. Academic Medicine, 74, 980–990.

    Article  Google Scholar 

  • Phelan, S., Obenshain, S. S., & Galey, W. R. (1993). Evaluation of the noncognitive professional traits of medical students. Academic Medicine, 68, 799–803.

    Article  Google Scholar 

  • Prislin, M. D., Fitzpatrick, C. F., Lie, D., Giglio, M., Radecki, S., & Lewis, E. (1998). Use of an objective structured clinical examination in evaluating student performance. Family Medicine, 30, 338–344.

    Google Scholar 

  • Prislin, M. D., Lie, D., Shapiro, J., Boker, J., & Radecki, S. (2001). Using standardized patients to assess medical students’ professionalism. Academic Medicine, 76, S90–S92.

    Article  Google Scholar 

  • Ramsey, P. G., Wenrich, M. D., Carline, J. D., Inui, T. S., Larson, E. B., & LoGerfo, J. P. (1993). Use of peer ratings to evaluate physician performance. Journal of the American Medical Association, 269, 1655–1660.

    Article  Google Scholar 

  • Rees, C, & Shepherd, M. (2005). The acceptability of 360-degree judgments as a method of assessing undergraduate medical students’ personal and professional behaviours. Medical Education, 39, 49–57.

    Article  Google Scholar 

  • Reiser, S. J. (1994). The ethics of learning and teaching medicine. Academic Medicine, 69, 872–876.

    Article  Google Scholar 

  • Relman, A. S. (1998). Education to defend professional values in the new corporate age. Academic Medicine, 73, 1229–1233.

    Article  Google Scholar 

  • Rennie, S. C, & Crosby, J. R. (2001). Are “tomorrow’s doctors” honest? Questionnaire study exploring medical students’ attitudes and reported behaviour on academic misconduct. British Medical Journal, 322, 274–275.

    Google Scholar 

  • Rezler, A. G., Schwartz, R. L., Obenshain, S. S., Lambert, P., Gibson, J. M., & Bennahum, D. A. (1992). Assessment of ethical decisions and values. Medical Education, 26, 7–16.

    Article  Google Scholar 

  • Rhoton, M. F. (1994). Professionalism and clinical excellence among anesthesiology residents. Academic Medicine, 69, 313–315.

    Article  Google Scholar 

  • Richards, R. W., & Wolff, H. J. (1982). Measuring the unmeasurable. Journal of the American Osteopathic Association, 82, 124–128.

    Google Scholar 

  • Roberts, J., & Norman, G. (1990). Reliability and learning from the objective structured clinical examination. Medical Education, 24, 219–223.

    Google Scholar 

  • Roberts, L. W., Green Hammond, K. A., Geppert, C. ML, & Warner, T. D. (2004). The positive role of professionalism and ethics training in medical education: A comparison of medical student and resident perspectives. Academic Psychiatry, 28, 170–182.

    Article  Google Scholar 

  • Rodgers, K. G., & Manifold, C. (2002). 360-degree feedback: Possibilities for assessment of the ACGME core competencies for emergency medicine residents. Academic Emergency Medicine, 9, 1300–1304.

    Article  Google Scholar 

  • Rogers, J. C. & Coutts, L. (2000). Do students’ attitudes during preclinical years predict their humanism as clerkship students? Academic Medicine, 75, S74–S77.

    Article  Google Scholar 

  • Rowley, B. D., Baldwin, D. C., Jr., Bay, R. C., & Cannula, M. (2000). Can professional values be taught? A look at residency training. Clinical Orthopaedics and Related Research, 378, 110–114.

    Google Scholar 

  • Shrank, W. H., Reed, V. A., & Jernstedt, G. C. (2004). Fostering professionalism in medical education: A call for improved assessment and meaningful incentives. Journal of General Internal Medicine, 19, 887–892.

    Article  Google Scholar 

  • Silber, C. G., Nasca, T. J., Paskin, D. L., Eiger, G., Robeson, M., & Veloski, J. J. (2004). Do global rating forms enable program directors to assess the ACGME competencies? Academic Medicine, 79, 549–556.

    Article  Google Scholar 

  • Singer, P. A., Cohen, R., Robb, A., & Rothman, A. (1993). The ethics objective structured clinical examination. Journal of General Internal Medicine, 8, 23–28.

    Google Scholar 

  • Singer, P. A., Robb, A., Cohen, R., Norman, G., & Turnbull, J. (1996). Performance-based assessment of clinical ethics using an objective structured clinical examination. Academic Medicine, 71, 495–498.

    Article  Google Scholar 

  • Smith, L. G. (2005). Medical professionalism and the generation gap. American Journal of Medicine, 118, 439–442.

    Article  Google Scholar 

  • Smith, S. R., Balint, J. A., Krause, K. C., Moore-West, M., & Viles, P. H. (1994). Performance-based assessment of moral reasoning and ethical judgment among medical students. Academic Medicine, 69, 381–386.

    Google Scholar 

  • Stephenson, A., Higgs, R., & Sugarman, J. (2001). Teaching professional development in medical schools. Lancet, 357, 867–870.

    Article  Google Scholar 

  • Stern, D. T. (1998). Practicing what we preach? An analysis of the curriculum of values in medical education. American Journal of Medicine, 104, 569–575.

    Article  Google Scholar 

  • Stern, D. T., Frohna, A. Z., & Gruppen, L. D. (2005). The prediction of professional behaviour. Medical Education, 39, 75–82.

    Article  Google Scholar 

  • Styer, D. F. (1996). Common misconceptions regarding quantum mechanics. American Journal of Physics, 64, 31–34.

    Article  Google Scholar 

  • Sugarman, J. (2004). Pausing to consider recommendations for recasting the professionalism movement in academic medicine. American Journal of Bioethics, 4, 16–17.

    Article  Google Scholar 

  • Swick, H. M. (2000). Toward a normative definition of medical professionalism. Academic Medicine, 75, 612–616.

    Article  Google Scholar 

  • Swick, H. M., Szenas, P., Danoff, D., & Whitcomb, M. E. (1999). Teaching professionalism in undergraduate medical education. Journal of the American Medical Association, 282, 830–832.

    Article  Google Scholar 

  • Szauter, K., Williams, B., Ainsworth, M. A., Callaway, M., Bulik, R., & Camp, M. G. (2003). Student perceptions of professional behavior of faculty physicians. Medical Education Online, 8, 17.

    Google Scholar 

  • Thomas, P. A., Gebo, K. A., & Hellmann, D. B. (1999). A pilot study of peer review in residency training. Journal of General Internal Medicine, 14, 551–554.

    Article  Google Scholar 

  • Tonesk, X. (1983). Clinical judgment of faculties in the evaluation of clerks. Journal of Medical Education, 58, 213–214.

    Google Scholar 

  • Van De Camp, K., Vernooij-Dassen, M. J., Grol, R. P., & Bottema, B. J. (2004). How to conceptualize professionalism: A qualitative study. Medical Teacher, 26, 696–702.

    Article  Google Scholar 

  • Van Eaton, E. G., Horvath, K. D., & Pellegrini, C. A. (2005). Professionalism and the shift mentality: How to reconcile patient ownership with limited work hours. Archives of Surgery, 140, 230–235.

    Article  Google Scholar 

  • Van Luijk, S. J., Smeets, J. G. E., Smits, J., Wolfhagen, I., & Perquin, M. L. F. (2002). Assessing professional behaviour and the role of academic advice at the Maastricht Medical School. Medical Teacher, 22, 168–172.

    Google Scholar 

  • Van Rosendaal, G. M., & Jennett, P. A. (1992). Resistance to peer evaluation in an internal medicine residency. Academic Medicine, 67, 63.

    Article  Google Scholar 

  • van Zanten, M., Boulet, J. R., Norcini, J. J., & McKinley, D. (2005). Using a standardised patient assessment to measure professional attributes. Medical Education, 39, 20–29.

    Article  Google Scholar 

  • Veloski, J. J., Fields, S. K., Boex, J. R., & Blank, L. L. (2005). Measuring professionalism: A review of studies with instruments reported in the literature between 1982 and 2002. Academic Medicine, 80, 366–370.

    Article  Google Scholar 

  • Wallace, A. G. (1997). Educating tomorrow’s doctors: The thing that really matters is that we care. Academic Medicine, 72, 253–258.

    Article  Google Scholar 

  • Weaver, M. J., Ow, C. L., Walker, D. J., & Degenhardt, E. F. (1993). A questionnaire for patients’ evaluations of their physicians’ humanistic behaviors. Journal of General Internal Medicine, 8, 135–139.

    Google Scholar 

  • Weigelt, J. A., Brasel, K. J., Bragg, D., & Simpson, D. (2004). The 360-degree evaluation: Increased work with little return? Current Surgery, 61, 616–626.

    Article  Google Scholar 

  • Wimer, S. (2002). The dark side of 360-degree feedback. Training and Development 56(9), 37–41.

    Google Scholar 

  • Woolliscroft, J. O., Howell, J. D., Patel, B. P., & Swanson, D. B. (1994). Resident-patient interactions: The humanistic qualities of internal medicine residents assessed by patients, attending physicians, program supervisors, and nurses. Academic Medicine, 69, 216–224.

    Article  Google Scholar 

  • Wright, S. M., & Carrese, J. A. (2002). Excellence in role modeling: Insight and perspectives from the pros. Canadian Medical Association Journal, 167, 638–643.

    Google Scholar 

  • Zaarur, E., & Pnini, R. (1998). Schaum’s Outline of Quantum Mechanics. New York: McGraw Hill.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2006 Springer Science+Business Media, LLC

About this chapter

Cite this chapter

Fochtmann, L.J. (2006). Professionalism and the Heisenberg Uncertainty Principle. In: Wear, D., Aultman, J.M. (eds) Professionalism in Medicine. Springer, Boston, MA. https://doi.org/10.1007/0-387-32727-4_13

Download citation

Publish with us

Policies and ethics