• Aine Marie Kelly, Larry D Gruppen, and Patricia B Mullan.
• Department of Radiology, Division of Cardiothoracic Radiology, University of Michigan, 500 S State St, Ann Arbor, MI 48109. Electronic address: ainemariekelly@hotmail.com.
• Acad Radiol. 2017 May 1; 24 (5): 563-573.

AbstractRadiologists in teaching hospitals and in practices with residents rotating through are involved in the education of their residents. The Accreditation Council for Graduate Medical Education requires evidence that trainees are taught and demonstrate competency not only in medical knowledge and in patient care-the historic focus of radiology education-but also in the so-called non-interpretative core competencies, which include professionalism and interpersonal skills. In addition to accreditation agencies, the prominent assessment practices represented by the American Board of Radiology core and certifying examinations for trainees, as well as Maintenance of Certification for practitioners, are planning to feature more non-interpretative competency assessment, including professionalism to a greater extent. Because professionalism was incorporated as a required competency in medical education as a whole, more clarity about the justification and expected content for teaching about competence in professionalism, as well as greater understanding and evidence about appropriate and effective teaching and assessment methods, have emerged. This article summarizes justifications and expectations for teaching and assessing professionalism in radiology residents and best practices on how to teach and evaluate professionalism that can be used by busy radiology faculty in their everyday practice supervising radiology residents.Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

17 keywords...

hide…