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Viewpoint |

Undergraduate Medical Education and the Foundation of Physician Professionalism

Darrell G. Kirch, MD1; Maryellen E. Gusic, MD1; Cori Ast, MHSA1
[+] Author Affiliations
1Association of American Medical Colleges, Washington, DC
JAMA. 2015;313(18):1797-1798. doi:10.1001/jama.2015.4019.
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This Viewpoint discusses use of a shared governance model for undergraduate medical education as a framework for ongoing professional development of physicians.

Professionalism is the demonstrated “commitment to carrying out professional responsibilities and an adherence to ethical principles”1 and is foundational to the practice of medicine—it is expected by physicians, the health care system, and patients alike. Developing competence in professionalism is a core expectation for a physician learner, no different from developing competence in medical knowledge. Critical to the formation of a physician’s professional identity, ensuring competence in professionalism requires the concerted efforts of many. Although there is current controversy regarding how diverse professional organizations should ensure professionalism among practicing physicians, during undergraduate medical education a shared governance model, as described below, provides the framework for developing and accessing this critical competency.

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The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
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