Abstract
Studies have found unprofessional behavior in medical school was associated with disciplinary action by state medical boards. For medical schools, promotions committees are responsible for identifying which students do not demonstrate academic performance and professional behavior acceptable for promotion and graduation. The objective of this study was to determine if student identification by promotions committees during medical school was associated with disciplinary actions by state medical boards later in practice. We reviewed 20 years of promotions committees’ records from a single institution and noted students identified by promotions committees for performance or behavioral issues. These were compared with disciplinary action reports from the Federation of State Medical Boards (FSMB) for graduates. Over the two decades, 2,131 students matriculated and 2,078 of these graduated. The promotions committees identified 140 students for poor academic performance or behavioral problems (140/2,078, 6.7 %). Of these, 108 students graduated. FSMB records showed 29 of the 2,078 graduates had sanctions by state boards (29/2,078, 1.4 %). Only four students that had actions by state medical boards were among the 108 graduated students identified by medical school promotions committees (4/108, 3.7 %). Of the students not identified by promotions committees, 25 eventually had disciplinary actions (25/1,970, 1.3 %). The odds of having state medical board action if identified by promotions committees was 3.0 (CI 1.02–8.8, p < 0.05). In conclusion, identification of students by medical school promotions committees was later associated with state medical board actions. However, most graduates with state medical board actions were not identified by medical school promotions committees.
Similar content being viewed by others
References
Accreditation Council for Graduate Medical Education. (1999). General competencies. http://www.acgme.org/outcome/comp/compMin.asp.
American Board of Internal Medicine. (1999). Project professionalism. http://www.abim.org/pubs/p2/index.htm.
Association of American Medical Colleges. (1988). Medical school objectives project. http://www.aamc.org/meded/msop/.
Colliver, J. A., Markwell, S. J., Verhulst, S. J., & Robbs, R. S. (2007). The prognostic value of documented unprofessional behavior in medical school records for predicting and preventing subsequent medical board disciplinary action: The Papadakis studies revisited. Teaching and Learning in Medicine, 19, 213–215.
Durning, S. J., Cohen, D. L., Cruess, D., McManigle, J. M., & MacDonald, R. (2008). Does student promotions committee appearance predict below-average performance during internship? A seven-year study. Teaching and Learning in Medicine, 20, 267–272.
Hafferty, F. W., & Franks, R. (1994). The hidden curriculum, ethics teaching, and the structure of medical education. Academic Medicine, 69, 861–871.
Hodges, B. D., Ginsburg, S., Cruess, R., Cruess, S., Delport, R., Hafferty, F., et al. (2010). Assessment of profesionalism: Recommendations from the Ottawa 2010 conference. Medical Teacher, 33, 354–363.
Howe, A., Miles, S., Wright, S., & Leinster, S. (2010). Putting theory into practice—a case study in one UK medical school of the nature and extent of unprofessional behaviour over a 6-year period. Medical Teacher, 32, 837–844.
Liaison Committee on Medical Education. (2013). Functions and structure of a medical school. http://www.lcme.org/publications/functions.pdf.
Papadakis, M. A., Arnold, G. K., Blank, L. L., Holmboe, E. S., & Lipner, R. S. (2008). Performance during internal medicine residency training and subsequent disciplinary action by state licensing boards. Annals of Internal Medicine, 148, 869–876.
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.
Papadakis, M. A., Loeser, H. M., & Healy, K. (2001). Early detection and evaluation of professionalism deficiencies in medical students: One school’s approach. Academic Medicine, 76, 1100–1106.
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.
Papadakis, M. A., Teherani, A., Banach, M. A., Knettler, T. R., Rattner, S. L., Stern, D. T., et al. (2005). Disciplinary action by medical boards and prior behavior in medical school. New England Journal of Medicine, 353, 2673–2682.
Phelan, S., Obenshain, S. S., & Galey, W. R. (1993). Evaluation of the noncognitive professional traits of medical students. Academic Medicine, 68, 799–803.
Stern, D. T. (Ed.). (2006). Measuring medical professionalism. Oxford: Oxford University Press.
Stern, D. T., Frohna, A. Z., & Gruppen, L. D. (2005). The prediction of professional behaviour. Medical Education, 39, 75–82.
Tamblyn, R., Abrahamowicz, M., Dauphinee, D., Wenghofer, E., Jacque, A., Klass, D., et al. (2007). Physician scores on a national clinical skills examination as predictors of complaints to medical regulatory authorities. Journal of the American Medical Association, 298, 993–1001.
van Mook, W. N., Van Luijk, S. J., Fey-Schoenmakers, M. J., Tans, G., Rethans, J.-J. E., Schuwirth, L. W. T., et al. (2010). Combined formative and summative professional behaviour assessment approach in the bachelor phase of medical school: A Dutch perspective. Medical Teacher, 32, e517–e531.
Yates, J., & James, D. (2010). Risk factors at medical school for subsequent professional misconduct: Multicentre retrospective case-control study. British Medical Journal, 340, c2040–c2047.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Santen, S.A., Petrusa, E. & Gruppen, L.D. The relationship between promotions committees’ identification of problem medical students and subsequent state medical board actions. Adv in Health Sci Educ 20, 421–430 (2015). https://doi.org/10.1007/s10459-014-9536-2
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10459-014-9536-2