Subject(s)
Clinical Competence , Competency-Based Education/standards , Education, Medical, Graduate/standards , General Surgery/education , Quality Assurance, Health Care , Academic Medical Centers , Competency-Based Education/trends , Education, Medical, Graduate/trends , Female , Humans , Male , Patient Satisfaction , Safety Management , United StatesSubject(s)
Education, Medical, Graduate/organization & administration , General Surgery/education , Hospitals, Community , Internship and Residency/organization & administration , Medical Staff, Hospital , Medical Staff, Hospital/supply & distribution , Personnel Staffing and Scheduling/organization & administration , Workload/standards , Guideline Adherence/standards , Guideline Adherence/statistics & numerical data , Guidelines as Topic , Humans , Medical Staff, Hospital/education , Models, Statistical , Ohio , Physician Executives , Time Management , Workforce , Workload/statistics & numerical dataABSTRACT
Presently, there is a major initiative to rekindle the humanistic qualities in the practice of medicine. Although there have been many suggestions on ways to rejuvenate this initiative, it has not been a primary focus of graduate medical education until recently. Surgery residents are expected to maintain a high standard of ethical behavior; demonstrate a commitment to continuity of patient care; and demonstrate sensitivity to the age, gender, and culture of patients and fellow health care professionals. We in surgical education must accept the responsibility for the renewal in teaching and evaluating the professional and ethical principles of surgery residents. This change will not happen quickly, but it should be done skillfully because future generations will look back on this time of renewal in medicine and critique us on our ability or inability to achieve this goal.
