1. Professionalism: The Keystone of Health Care David J. Doukas, MD, President, The Academy for Professionalism in Health Care Director, Division of Medical Humanism and Ethics, University of Louisville School of Medicine David J. Doukas, MD, President, The Academy for Professionalism in Health Care Director, Division of Medical Humanism and Ethics, University of Louisville School of Medicine

2. KeystoneKeystone Definition 1.The wedge-shaped piece at the crown of an arch that locks the other pieces in place. 2. Something on which associated things depend for support From Merriam- Webster.com From Merriam- Webster.com

3. Welcome to the First Annual National Meeting of the Academy for Professionalism in Health Care

6. PROFESSIONALISM Competence - knowledge and skills Primary commitment to patient’s best interests, with self-interest secondary Social covenant that knowledge, skills, and virtues of medical care will be entrusted to future generations by eschewing self-interest. Is realized through enhanced critical thinking, reflection, and comportment

7. PRIME WORKSHOP THEMES We promote humanistic skills and professional conduct. Patient-centered skills enable a path to professionalism. We need clear direction and academic support. Reform must be transformative. Ethics and humanities professionals must collaborate to promote methods of professionalism education.

8. PRIME NATIONAL THEMES I The US health care system affects education toward professionalism. The public has concerns about health care professionalism and humanistic care Reform of professionalism must be part of the entire arc of education MCAT5 revision and change of emphasis (education and letters)

9. PRIME NATIONAL THEMES II Medical School – non prescriptive Success based on relevance and integration Ethics and humanities integration will be predicated on school resources and culture Assessment can be qualitative or quantitative

10. PRIME NATIONAL THEMES III Residency education based on the General Competencies, Milestones, and the Next Accreditation System Outcomes Assessment can be qualitative or quantitative Challenges: stress, sleep, time, adequacy of trained faculty Residents must demonstrate virtues and principles that will support provision of care consistent with the highest ethical and professional standards

11. Our Efforts Should Promote Professionalism

12. There is NO “ONE WAY” of Doing Things

13. We need to respect the diversity all of our backgrounds, methods, and venues.

14. We Have a Confluence of Partners with Common Goals

15. Educators in History, Literature, Medical Ethics, and Visual Arts

16. Leaders of Academic Medicine and its Accreditation

17. Medicine, Dentistry, Nursing, Public Health, Pharmacy, and Social Work

18. Assess Educational Outcomes for: Undergraduate, Graduate, and Professional Environments

19. NOW: Combine our efforts, overcoming barriers of background, health care type, and learner level of training.

20. We are now gathered to select goals, and work together to achieve them.

21. We are educating tomorrow’s future physicians primarily to serve the patient’s best interests through their excellent, humane, and compassionate care through accountable educational efforts.

22. Professionalism as the Keystone

23. Care for the good of the patient.