Imbuing Medical Professionalism (IMP)

This project aims to encourage and support medical graduates to become good doctors. Medical professionalism is essentially a set of values, enacted through behaviours and relationships, which underpin the public's trust in doctors. Employers and healthcare organisations govern the settings where doctors train and work and they have a responsibility for ensuring that the governance of workplace settings builds a culture that supports good professional practice among doctors and makes it easy to put good professional values into action. We propose to develop an interactive game that encourages discussion about the important values and behaviours that newly trained doctors need to work on to become good doctors. Through the use of stories of real experiences, facts and challenging situations doctors are encouraged to explore medical professionalism in everyday practice. The game will also facilitate the discussion of dilemmas and concerns and encourage doctors to raise concerns about the obstacles they may face in their environment that could prevent them behaving in a professional manner. These issues will be brought to the attention of senior medical and nursing staff to encourage them to support junior doctors by listening to and acting on their concerns, thus shaping a more supportive environment. We envisage that these interactive learning opportunities will encourage doctors to raise issues of concern and will engage doctors and other healthcare professionals in improving the organisation's response to poor professional practice and/or errors as well as improving their personal and professional behaviour towards patients and colleagues. This study will measure the effect of this game and associated actions to raise awareness of medical professionalism on the behaviour of doctors and on how concerns about poor behaviour are responded to by the hospitals they work in, and ultimately whether the system changes as a result.

Award Date
07 November 2014
Award Value
Principal Investigator
Professor Eilish McAuliffe
Host Institution
University College Dublin
Medical Education Research Grant