Professionalism Competencies for Junior Medical Officers Project
This multi-phase project commenced in 2012. The initial aim was to identify the range of professionalism skills required by prevocational doctors and whether current training and education in the area of professionalism, as outlined in the Australian Curriculum Framework for Junior Doctors (ACF), will continue to address the requirements for attainment of professionalism skills.
A project team was established and included Anneliese Willems (lead), Julia Lai-Kwon, Linny Phuong, Rosemary Sasse, Jessica Wong, Tamarind Reynolds and Verna Aykanat. Support and guidance has been provided by PMCV staff Marilyn Bullen and Susannah Ahern and the PMCV Education subcommittee has provided oversight of the project.
Project work to date
Project work to date has included an extensive review of the literature, which identified that safe and efficient patient care requires a range of professional skills including: ethical practice incorporating respect and integrity; personal attributes such as compassion, accountability, cultural sensitivity and humility; and professional development including teaching, self-directed learning, self-reflection, personal wellbeing, supervision, and assessment and feedback. Despite being recognised as important for junior doctors, the literature review revealed that inadequacies exist in the evaluation and the consolidation of professional skills in the prevocational years.
Since 2014, information about the project has been presented at conferences and symposia, including the ongoing development of resources to assist supervisors to provide training in professionalism. Dr Kerry Jewell, the current JMO representative on the project team, has been instrumental in the preparation of a number of professionalism scenarios for discussion, and the project team has also prepared facilitator guidelines to facilitate discussion points. The scenarios highlight the complex nature of professionalism, and emphasise the many facets to be considered from the various perspectives of stakeholders, ie. the ‘grey’ areas. In this way, this training provides a more realistic experience of professionalism than what is often provided at undergraduate level.