Medical Education Grand Round: An Educational Diagnostic & Therapeutic Dilemma: Non-judgmental Assessment of Professionalism


Thursday, February 25, 2021, 4:00pm to 5:30pm


Via Zoom


 Nora Osman, MD Robert M. Stern, MD practices Hematology in Boston Mary W. Montgomery, MD - Brigham and Women's Hospital

Nora Y. Osman, MD 

Brigham and Women's Hospital, Department of Medicine

Robert Stern, MD 

Brigham and Women's Hospital, Department of Medicine
Brigham and Women's Hospital, Division of Hematology

Elizabeth Petersen, MD, MPH

Brigham and Women's Hospital, Department of Medicine
Children's Hospital of Boston

Navin Kumar, MD 

Brigham and Women's Hospital, Department of Medicine
Brigham and Women's Hospital, Division of Gastroenterology 

Mary W. Montgomery, MD 

Brigham and Women's Hospital, Department of Medicine
Brigham and Women's Hospital, Division of Infectious Disease
Overview: Imagine yourself evaluating a patient. Our training prompts us to use diagnostic frameworks to generate a differential diagnosis and formulate a diagnostic and therapeutic plan. We seek evidence to support or revise our hypothesis and build illness scripts to frame diagnoses for our colleagues and patients. Importantly, this approach helps us to make judgments about the case without being judgmental about the patient. Like clinicians, we strive as educators to assess our learners precisely and non-judgmentally. Through direct observation and standardized rubrics, we have tools and practices for making useful assessments of learners in the cognitive and psychomotor domains. But how skilled are we at making discerning judgments non-judgmentally when assessing professionalism or other aspects of the affective domain?


In the Academy's annual Medical Education Grand Rounds literature review session, we focus on the struggling learner whose difficulties arise in the affective domain. We will explore the recent medical education literature, and draw parallels with our work as clinicians, to determine the best approaches to make "diagnostic and therapeutic judgments" in a non-judgmental--and therefore most useful--manner. This session aims to provide educators with the specific frameworks needed to build an environment where all learners and teachers can thrive. Participants should come prepared to consider the evidence base and share, listen, and participate openly in a guided group conversation.


Learning Objectives: Upon completion of this session, participants will be able to
  1. Briefly review literature about medical student professionalism to identify professionalism lapses in the clerkship learning environment; 

  2. Use frameworks to analyze and diagnose professionalism lapses, with attention to the affective domain;

  3. Formulate prevention and management plans  for students at risk of professionalism lapses.

Accreditation Statement
The Harvard Medical School is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
The Harvard Medical School designates this live activity for a maximum of 1.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity