WIP 34 - Delving Into the Black Box of Professionalism: Piloting a Professionalism Workshop for New Pediatric Trainees Focused on Authentic Cases and Conversation

Publication Number: WIP 34.7614

Kayla M. Munger, Mayo Clinic Children's Center, Rochester, MN, United States; Stephanie Mavis, Mayo Clinic Children's Center, Rochester, MN, United States

Background: While the ACGME, AAP, and ABP have long endorsed professionalism as a key component of pediatric training and competence (1-3), a consensus definition of professionalism in medicine remains elusive and makes teaching professionalism difficult. We perceived an increase in number of written and verbal concerns for suboptimal professionalism in our pediatric residents. The conceptual framework of meaningful learning suggests for learning to be deep, it must be active, intentional, authentic, constructive, and cooperative (4); these curricular principles may be especially important for training in complex topics like professionalism.

Objective: To create an educational workshop utilizing the meaningful learning framework and transforming how new pediatric trainees conceptualize professionalism in everyday scenarios.

Design/Methods: Guided by a literature search and local leadership group discussions, members of the residency leadership team identified six major content areas within the domain of professionalism: professional standards, professional responsibility and duty, respect for and impact on others, the dual role of a learner and employee, balancing confidence and humility, and well-being. 18 cases mapping across these areas were then developed based on real-life scenarios encountered by the residency program and its trainees over the past 24 months, and a set of common reflective prompts developed.

The workshop was held during new intern orientation in June of 2024. It included a brief didactic component, ground rule setting including for psychological safety, small group deliberation and reflection, and large group discussion of resident-identified difficult cases and session debrief.

Likert-style surveys of learner attitudes were developed and distributed one week after the workshop. Repeat attitudinal surveys will be distributed after six months to evaluate attitudes after prolonged integration in our clinical learning environment.