Abstract
Introduction
The Accreditation Council for Graduate Medical Education (ACGME) has mandated that surgical residencies incorporate formal curricula in each of the 6 competencies, including professionalism. A questionnaire study was developed by the authors that aimed (1) to measure the ability of surgical residents to define components of professionalism, (2) to evaluate the efficacy of the American College of Surgeons (ACS) case-based scenarios in teaching concepts of professionalism, and (3) to determine whether postgraduate level correlates with the ability to articulate the meaning of professionalism.Methods
Surgical residents (n = 47) were matched for PG level and were administered a questionnaire that assessed their ability to articulate concepts of professionalism after either (1) watching the ACS case-based DVD, (2) reading the ACS "Code of Professional Conduct," or (3) neither. Blinded faculty rated responses according to a scoring scale. Data were analyzed statistically to assess differences.Results
Residents who watched the ACS DVD scored higher than those who did not (p = 0.096). Junior and senior residents (PG 2-5) who watched the DVD were more likely to score above the mean than interns (p = 0.095). In contrast to interns, where no differences were observed, among junior and senior residents, the proportion of participants who scored above the mean was higher in the ACS DVD group (p = 0.009).Conclusions
Surgical residents at all levels were successful in defining components of professionalism. With increased postgraduate level, they matured in their ability to extract concepts of professionalism from the multimedia case-based educational tool. The ACS DVD enhanced the comfort of residents in recognizing challenges to professionalism.