Search results for 'Professionalism' (try it on Scholar)

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  1.  50
    Baris Parkan (2008). Professionalism: A Virtue or Estrangement From Self-Activity? [REVIEW] Journal of Business Ethics 78 (1-2):77 - 85.
    This paper attempts to clarify the meaning of the term ‚professional’ in its current use in our daily lives, mainly by making use of Weber’s discussion of the Protestant work ethic and rationalization. Identifying professionalism primarily as a particular lifestyle, it questions whether professionalism is a virtue to be encouraged or an alienated way of life. Rather than conclusively answering this question in the affirmative or negative, it contends that professionalism is an evolving concept, and endeavors to (...)
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  2. Roger Wertheimer (2010). The Moral Singularity of Military Professionalism. In Empowering Our Military Conscience.
    Neither M. Walzer's collectivist conception of the "moral equality" of combatants, nor its antithetical individualist conceptions of responsibility are compatible with the ethos of military professionalism and its conception(s) of the responsibility of military professionals for service in an unjust war.
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  3.  53
    James A. Stieb (2011). Understanding Engineering Professionalism: A Reflection on the Rights of Engineers. Science and Engineering Ethics 17 (1):149-169.
    Engineering societies such as the National Society of Professional Engineers (NSPE) and associated entities have defined engineering and professionalism in such a way as to require the benefit of humanity (NSPE 2009a, Engineering Education Resource Document. NSPE Position Statements. Governmental Relations). This requirement has been an unnecessary and unfortunate add-on. The trend of the profession to favor the idea of requiring the benefit of humanity for professionalism violates an engineer’s rights. It applies political pressure that dissuades from inquiry, (...)
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  4.  46
    Linda Evans (2008). Professionalism, Professionality and the Development of Education Professionals. British Journal of Educational Studies 56 (1):20 - 38.
    What purpose is served by renovation or redesign of professionalism, and how successful a process is it likely to be? This article addresses these questions by examining the effectiveness as a professional development mechanism of the imposition of changes to policy and/or practice that require modification or renovation of professionalism. The 'new' professionalisms purported to have been fashioned over the last two or three decades across the spectrum of UK education sectors and contexts have been the subject of (...)
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  5.  18
    Jan C. Heller (2012). Medical Professionalism, Revenue Enhancement, and Self-Interest: An Ethically Ambiguous Association. [REVIEW] HEC Forum 24 (4):307-315.
    This article explores the association between medical professionalism, revenue enhancement, and self-interest. Utilizing the sociological literature, I begin by characterizing professionalism generally and medical professionalism particularly. I then consider “pay for performance” mechanisms as an example of one way physicians might be incentivized to improve their professionalism and, at the same time, enhance their revenue. I suggest that the concern discussed in much of the medical professionalism literature that physicians might act on the basis of (...)
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  6. David Shaw (2009). Ethics, Professionalism and Fitness to Practice: Three Concepts, Not One. British Dental Journal 207 (2):59-62.
    The GDC’s recent third edition (interim) of The First Five Years places renewed emphasis on the place of professionalism in the undergraduate dental curriculum. This paper provides a brief analysis of the concepts of ethics, professionalism and fitness to practice, and an examination of the GDC’s First Five Years and Standards for Dental Professionals guidance, as well as providing an insight into the innovative ethics strand of the BDS course at the University of Glasgow. It emerges that GDC (...)
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  7.  9
    John Beck (2008). Governmental Professionalism: Re-Professionalising or De-Professionalising Teachers in England? British Journal of Educational Studies 56 (2):119 - 143.
    This paper draws on recent work by John Clarke and Janet Newman and their colleagues to analyse a relatively coherent governmental project, spanning the decades of Conservative and New Labour government in England since 1979, that has sought to render teachers increasingly subservient to the state and agencies of the state. Under New Labour this has involved discourse and policies aimed at transforming teaching into a 'modernised profession'. It is suggested that this appropriation of both the concept and substance of (...)
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  8.  3
    Jon Nixon (2001). 'Not Without Dust and Heat': The Moral Bases of the 'New' Academic Professionalism. British Journal of Educational Studies 49 (2):173 - 186.
    This paper challenges the view that academic professionalism resides in the professional 'autonomy ' of the academic, the 'self-regulation' of academics as an occupational group, and the differential 'status' of academic workers. This still influential (though residual) notion of academic professionalism, it is argued, leads to institutional stasis. What is required is greater reflexivity by academics in respect of their underlying professional values. In particular the piece challenges the academic community (of which the author is a member) to (...)
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  9.  33
    Susan D. McCammon & Howard Brody (2012). How Virtue Ethics Informs Medical Professionalism. HEC Forum 24 (4):257-272.
    We argue that a turn toward virtue ethics as a way of understanding medical professionalism represents both a valuable corrective and a missed opportunity. We look at three ways in which a closer appeal to virtue ethics could help address current problems or issues in professionalism education—first, balancing professionalism training with demands for professional virtues as a prerequisite; second, preventing demands for the demonstrable achievement of competencies from working against ideal professionalism education as lifelong learning; and (...)
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  10.  5
    Johanna Shapiro, Lois L. Nixon, Stephen E. Wear & David J. Doukas (2015). Medical Professionalism: What the Study of Literature Can Contribute to the Conversation. Philosophy, Ethics, and Humanities in Medicine 10 (1):10.
    Medical school curricula, although traditionally and historically dominated by science, have generally accepted, appreciated, and welcomed the inclusion of literature over the past several decades. Recent concerns about medical professional formation have led to discussions about the specific role and contribution of literature and stories. In this article, we demonstrate how professionalism and the study of literature can be brought into relationship through critical and interrogative interactions based in the literary skill of close reading. Literature in medicine can question (...)
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  11.  12
    Michael H. Malloy (2012). The Osler Student Societies of the University of Texas Medical Branch: A Medical Professionalism Translational Tool. [REVIEW] HEC Forum 24 (4):273-278.
    This essay reviews some of the issues associated with the challenge of integrating the concepts of medical professionalism into the socialization and identity formation of the undergraduate medical student. A narrative-based approach to the integration of professionalism in medical education proposed by Coulehan (Acad Med 80(10):892–898, 2005) offers an appealing method to accomplish the task in a less didactic format and in a way that promotes more personal growth. In this essay, I review how the Osler Student Societies (...)
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  12.  15
    Jason E. Glenn (2012). The Eroding Principle of Justice in Teaching Medical Professionalism. HEC Forum 24 (4):293-305.
    This article examines the difficulties encountered in teaching professionalism to medical students in the current social and political climate where economic considerations take top priority in health care decision making. The conflict between the commitment to advocate at all times the interests of one’s patients over one’s own interests is discussed. With personal, institutional, tech industry, pharmaceutical industry, and third-party payer financial imperatives that stand between patients and the delivery of health care, this article investigates how medical ethics instructors (...)
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  13.  6
    Emily Bell (2015). A Room with a View of Integrity and Professionalism: Personal Reflections on Teaching Responsible Conduct of Research in the Neurosciences. Science and Engineering Ethics 21 (2):461-469.
    Neuroscientists are increasingly put into situations which demand critical reflection about the ethical and appropriate use of research tools and scientific knowledge. Students or trainees also have to know how to navigate the ethical domains of this context. At a time when neuroscience is expected to advance policy and practice outcomes, in the face of academic pressures and complex environments, the importance of scientific integrity comes into focus and with it the need for training at the graduate level in the (...)
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  14. Martin Meganck (2015). On the Normativity of Professionalism. In Byron Newberry, Carl Mitcham, Martin Meganck, Andrew Jamison, Christelle Didier & Steen Hyldgaard Christensen (eds.), Engineering Identities, Epistemologies and Values. Springer International Publishing 221-234.
    Why should engineers behave ethically? Often, an answer to this question is sought in the qualification of engineering as a “profession”, and professional or-ganizations have codes of ethics that members should comply with. In many countries however, engineering is organized differently. In this chapter broader conceptions of “professionalism” are explored, inspired by similar evolutions in other occupational areas. A second part questions the idea that professionalism encompasses ethical responsibilities “beyond ordinary morality”. The thesis will be defended that, although (...)
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  15.  14
    Eric Brown (2013). Vulnerability and the Basis of Business Ethics: From Fiduciary Duties to Professionalism. [REVIEW] Journal of Business Ethics 113 (3):489-504.
    This paper examines the role of vulnerability in the basis of business ethics by criticizing its role in giving a moral substantial character to fiduciary duties to shareholders. The target is Marcoux’s (Bus Ethics Q 13(1):1–24, 2003) argument for morally substantial fiduciary duties vis-à-vis the multifiduciary stakeholder theory. Rather than proceed to support the stakeholder paradigm, a conception of vulnerability is combined with Heath’s 2004) “market failure” view of the ethical obligations of managers as falling out of their roles as (...)
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  16.  1
    Olli S. Miettinen & Kenneth M. Flegel (2003). Elementary Concepts of Medicine: X. Being a Good Doctor: Professionalism. Journal of Evaluation in Clinical Practice 9 (3):341-343.
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  17.  4
    Paul Gibbs (2010). A Heideggerian Phenomenology Approach to Higher Education as Workplace: A Consideration of Academic Professionalism. Studies in Philosophy and Education 29 (3):275-285.
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  18.  23
    Ellen M. Harshman, James F. Gilsinan, James E. Fisher & Frederick C. Yeager (2005). Professional Ethics in a Virtual World: The Impact of the Internet on Traditional Notions of Professionalism. [REVIEW] Journal of Business Ethics 58 (1-3):227 - 236.
    Numerous articles in the popular press together with an examination of websites associated with the medical, legal, engineering, financial, and other professions leave no doubt that the role of professions has been impacted by the Internet. While offering the promise of the democratization of expertise – expertise made available to the public at convenient times and locations and at an affordable cost – the Internet is also driving a reexamination of the concept of professional identity and related claims of expertise (...)
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  19.  5
    K. J. Holloway (2015). Teaching Conflict: Professionalism and Medical Education. Journal of Bioethical Inquiry 12 (4):675-685.
    Resistance by physicians, medical researchers, medical educators, and medical students to pharmaceutical industry influence in medicine is often based on the notion that physicians and the industry are in conflict. This criticism has taken the form of a professional movement opposing conflict of interest in medicine and medical education and has resulted in policies and guidelines that frame COI as the problem and outline measures to address this problem. In this paper, I offer a critique of this focus on COI (...)
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  20.  2
    Michael D. Kirk‐Smith & David D. Stretch (2003). The Influence of Medical Professionalism on Scientific Practice. Journal of Evaluation in Clinical Practice 9 (4):417-422.
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  21.  1
    Miettinen Md Mph Msc Phd Md‐phD & Flegel Md Msc Frcp (2003). Professionalism in Medicine. Journal of Evaluation in Clinical Practice 9 (3):353-356.
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  22.  1
    Jocelyn Lim Chua (2013). “Reaching Out to the People”: The Cultural Production of Mental Health Professionalism in the South Indian Public Sphere. Ethos: Journal of the Society for Psychological Anthropology 41 (4):341-359.
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  23. Ronald Harrison Fishbein (2000). Professionalism and 'the Master Clinician'– an Early Learning Experience. Journal of Evaluation in Clinical Practice 6 (3):241-243.
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  24. Barrett T. Kitch, Catherine DesRoches, Cara Lesser, Amy Cunningham & Eric G. Campbell (2013). Systems Model of Physician Professionalism in Practice. Journal of Evaluation in Clinical Practice 19 (1):1-10.
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  25. Tom Tomlinson, Judith Andre & Len Fleck (2003). Ethics, Professionalism, and Humanities at Michigan State University College of Human Medicine. Academic Medicine 78 (10).
     
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  26.  56
    David Carr (2000). Professionalism and Ethics in Teaching. Routledge.
    Professionalism and Ethics in Teaching examines the ethical issues of teaching. After discussing the moral implications of professionalism, David Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally he gives a detailed analysis of a range of issues concerning the role of the teacher and the management of educational issues. Professionalism and (...)
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  27.  3
    Albert W. Dzur (2008). Democratic Professionalism: Citizen Participation and the Reconstruction of Professional Ethics, Identity, and Practice. Penn State University Press.
    Albert Dzur proposes an approach he calls "democratic professionalism" to build bridges between specialists in domains like law, medicine, and journalism and the lay public in such a way as to enable and enhance broader public engagement ...
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  28.  11
    Susan Dorr Goold & David T. Stern (2006). Ethics and Professionalism: What Does a Resident Need to Learn? American Journal of Bioethics 6 (4):9 – 17.
    Training in ethics and professionalism is a fundamental component of residency education, yet there is little empirical information to guide curricula. The objective of this study is to describe empirically derived ethics objectives for ethics and professionalism training for multiple specialties. Study design is a thematic analysis of documents, semi-structured interviews, and focus groups conducted in a setting of an academic medical center, Veterans Administration, and community hospital training more than 1000 residents. Participants were 84 informants in 13 (...)
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  29.  6
    Thomas S. Huddle (2013). The Limits of Social Justice as an Aspect of Medical Professionalism. Journal of Medicine and Philosophy 38 (4):369-387.
    Contemporary accounts of medical ethics and professionalism emphasize the importance of social justice as an ideal for physicians. This ideal is often specified as a commitment to attaining the universal availability of some level of health care, if not of other elements of a “decent minimum” standard of living. I observe that physicians, in general, have not accepted the importance of social justice for professional ethics, and I further argue that social justice does not belong among professional norms. Social (...)
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  30.  29
    Mary Ann Reynolds (2000). Professionalism, Ethical Codes and the Internal Auditor: A Moral Argument. [REVIEW] Journal of Business Ethics 24 (2):115 - 124.
    This paper examines the case of the internal auditor from a sociological and ethical perspective. Is it appropriate to extend the designation of professional to internal auditors? The discussion includes criteria from the sociology literature on professionalism. Further, professional ethical codes are compared. Internal auditors' code of ethics is found to have a strong moral approach, contrasting to the more instrumental approach of certified professional accountants. Internal auditors are noted as using their code of ethics to help resolve professional (...)
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  31.  4
    Claudia W. Ruitenberg (2016). The Overlapping Spheres of Medical Professionalism and Medical Ethics: A Conceptual Inquiry. Ethics and Education 11 (1):79-90.
    This essay examines the concepts of ‘professionalism’ and ‘ethics’ as they are used in health professions education and, in particular, medical education. It proposes that, in order to make sense of the construct of ‘professional ethics,’ it would be helpful to conceive of professionalism and ethics as overlapping but not identical spheres. By allowing for areas of professionalism that are not directly pertinent to ethics, and areas of ethics that are not directly pertinent to the professional sphere, (...)
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  32.  3
    Theodore R. Marmor & Robert W. Gordon (2014). Commercial Pressures on Professionalism in American Medical Care: From Medicare to the Affordable Care Act. Journal of Law, Medicine & Ethics 42 (4):412-419.
    Since the passage of Medicare, the self-regulation characteristic of professionalism in health care has come under steady assault. While Canadian physicians chose to relinquish financial autonomy, they have enjoyed far greater professional autonomy over their medical judgments than their U.S. counterparts who increasingly have their practices micromanaged. The Affordable Care Act illustrates the ways that managerial strategies and a market model of health care have shaped the financing and delivery of health care in the U.S., often with little or (...)
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  33.  2
    Rebecca Bamford (2014). Getting Even More Specific About Physicians' Obligations: Justice, Responsibility, and Professionalism. American Journal of Bioethics 14 (9):46-47.
    (2014). Getting Even More Specific About Physicians’ Obligations: Justice, Responsibility, and Professionalism. The American Journal of Bioethics: Vol. 14, No. 9, pp. 46-47.
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  34.  6
    E. C. Hui (2010). The Contemporary Healthcare Crisis in China and the Role of Medical Professionalism. Journal of Medicine and Philosophy 35 (4):477-492.
    The healthcare crisis that has developed in the last two decades during China's economic reform has caused healthcare and hospital financing reforms to be largely experienced by patients as a crisis in the patient–healthcare professional relationship (PPR) at the bedside. The nature and magnitude of this crisis were epitomized by the "Harbin Scandal"—an incident that took place in August 2005 in a Harbin teaching hospital in which the family of an elderly patient hospitalized in the intensive care unit (ICU) for (...)
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  35.  2
    N. L. Jones, A. M. Peiffer, A. Lambros, M. Guthold, A. D. Johnson, M. Tytell, A. E. Ronca & J. C. Eldridge (2010). Developing a Problem-Based Learning (PBL) Curriculum for Professionalism and Scientific Integrity Training for Biomedical Graduate Students. Journal of Medical Ethics 36 (10):614-619.
    A multidisciplinary faculty committee designed a curriculum to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility and to provide students with tools to navigate complex, rapidly evolving academic and societal environments with a strong ethical commitment. The curriculum used problem-based learning (PBL), because it is active and learner-centred and focuses on skill and process development. Two courses were developed: Scientific Professionalism: Scientific Integrity addressed discipline-specific and broad professional norms and obligations for (...)
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  36.  10
    Y. M. Barilan (2009). Responsibility as a Meta-Virtue: Truth-Telling, Deliberation and Wisdom in Medical Professionalism. Journal of Medical Ethics 35 (3):153-158.
    The article examines the new discourse on medical professionalism and responsibility through the prism of conflicts among moral values, especially with regard to truth-telling. The discussion is anchored in the renaissance of English-language writing on medical ethics in the 18th century, which paralleled the rise of humanitarianism and the advent of the word “responsibility”. Following an analysis of the meanings of the value of responsibility in general and in medical practice in particular, it is argued that, similarly to the (...)
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  37.  1
    N. L. Jones, A. M. Peiffer, A. Lambros & J. C. Eldridge (2010). Problem-Based Learning for Professionalism and Scientific Integrity Training of Biomedical Graduate Students: Process Evaluation. Journal of Medical Ethics 36 (10):620-626.
    Objective We conducted a process evaluation to (a) assess the effectiveness of a new problem-based learning curriculum designed to teach professionalism and scientific integrity to biomedical graduate students and (b) modify the course to enhance its relevance and effectiveness. The content presented realistic cases and issues in the practice of science, to promote skill development and to acculturate students to professional norms of science. Method We used 5-step Likert-scaled questions, open-ended questions, and interviews of students and facilitators to assess (...)
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  38.  18
    Delese Wear & Mark G. Kuczewski (2004). The Professionalism Movement: Can We Pause? American Journal of Bioethics 4 (2):1 – 10.
    The topic of developing professionalism dominated the content of many academic medicine publications and conference agendas during the past decade. Calls to address the development of professionalism among medical students and residents have come from professional societies, accrediting agencies, and a host of educators in the biomedical sciences. The language of the professionalism movement is now a given among those in academic medicine. We raise serious concerns about the professionalism discourse and how the specialized language of (...)
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  39.  27
    Marianne Allison (1986). A Literature Review of Approaches to the Professionalism of Journalists. Journal of Mass Media Ethics 1 (2):5 – 19.
    This literature review of professionalism was prepared by San Jose State University graduate student Marianne Allison as a research committee project of the Mass Communication and Society Division, Association for Education in Journalism and Mass Communication. The project was prepared under the guidance of Professor Diana Stover Tillinghast. It reviews the literature on two approaches to professionalism in general and of the professionalism of journalists in particular: the ?structural?functionalist approach?; and the ?power approach.?; Traditional and recent discussions (...)
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  40.  19
    Frederic W. Hafferty & Dana Levinson (2008). Moving Beyond Nostalgia and Motives: Towards a Complexity Science View of Medical Professionalism. Perspectives in Biology and Medicine 51 (4):599-615.
    Modern-day discourse on medical professionalism has largely been dominated by a "nostalgic" view, emphasizing individual motives and behaviors. Shaped by a defining conflict between commercialism and professionalism, this discourse has unfolded through a series of waves, the first four of which are discovery, definition, assessment, and institutionalization. They have unfolded in a series of highly interactive and overlapping sequences that extend into the present. The fifth wave-linking structure and agency-which is nascent, proposes to shift our focus on (...) from changing individuals to modifying the underlying structural and environmental forces that shape social actors and actions. The sixth wave-complexity science-is more incubatory in nature and seeks to recast social actors, social structures, and environmental factors as interactive, adaptive, and interdependent. Moving towards such a framing is necessary if medicine is to effectively reestablish professionalism as a core principle. (shrink)
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  41.  2
    Julia E. Connelly (2003). The Other Side of Professionalism: Doctor-to-Doctor. Cambridge Quarterly of Healthcare Ethics 12 (2):178-183.
    What do the terms “profession, professional, professionalism” mean in 2002? One dictionary defines profession as “a calling requiring specialized knowledge and often long and intensive academic preparation,” and it defines professionalism as “the conduct, aims, or qualities that characterize or make a profession or professional person.” These definitions are appealingly simple. Complexity arises when we add the term “medical” as in the medical profession, a medical professional, or medical professionalism; and, here a specific understanding of “the conduct, (...)
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  42.  15
    Joseph J. Fins (2007). Commercialism in the Clinic: Finding Balance in Medical Professionalism. Cambridge Quarterly of Healthcare Ethics 16 (4):425.
    There is a palpable malaise in American medicine as clinical practice veers off its moorings, swept along by a new commercialism that is displacing medical professionalism and its attendant moral obligations. Although the sociology of this phenomenon is complex and multifactorial, I argue that this move toward medical commercialism was accelerated by the abortive efforts of the Clinton Administration's Health Security Act. Through an analysis of performative speech I show that, although the Clinton plan drew on many strands of (...)
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  43. David Crook (2008). Some Historical Perspectives on Professionalism. In Bryan Cunningham (ed.), Exploring Professionalism. Institute of Education, University of London
     
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  44.  25
    Thomas E. Schaefer (1984). Professionalism: Foundation for Business Ethics. [REVIEW] Journal of Business Ethics 3 (4):269 - 277.
    Professionalism includes the essential contents of other key notions within the field of business ethics. As a term involving the notion of vocation it may be understood as containing a religious content, since vocation refers to a man's most intimate personal decisions, destiny and providence. Professionalism also connotes respect for law and so includes a reference to commercial law as a guide to right conduct. Professionalsim thus lifts the requirements of law to the level of personal commitment.Like an (...)
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  45. Mark Weisberg & Jacalyn Duffin (1995). Evoking the Moral Imagination: Using Stories to Teach Ethics and Professionalism to Nursing, Medical, and Law Students. [REVIEW] Journal of Medical Humanities 16 (4):247-263.
    Four years ago, as colleagues in our university's law and medical schools, we designed and began offering a course for law, medical, and nursing students, studying professionalism and professional ethics by reading and discussing current and earlier images of nurses, doctors, and lawyers in literature. We wanted to make professional ethics, professional culture, and professional education the objects of study rather than simply the unreflective consequences of exposure to professional language, culture, and training. We wanted to do (...)
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  46.  5
    E. L. Erde (2008). Professionalism's Facets: Ambiguity, Ambivalence, and Nostalgia. Journal of Medicine and Philosophy 33 (1):6-26.
    Medical educators invoke professionalism as a core competency in curricula. This paper criticizes classic definitions. It also identifies some negative traits of medicine as a profession. The call to professionalism is naive nostalgia. Straightforward didactics in professionalism cannot do the desired work in medical education. The most we can say is that students should adopt the good aspects of professionalism and the profession should stop being some of what it has been. This is a platitude. If (...)
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  47.  22
    Louis W. Hodges (1986). The Journalist and Professionalism. Journal of Mass Media Ethics 1 (2):32 – 36.
    This essay by the director of Washington & Lee University's applied ethics program for Society and the Professions argues that journalists must begin taking themselves seriously as members of a profession if journalism is to gain the respect it needs to function effectively in society. Journalism, argues the author, may not possess all the classical attributes of professionalism, but it does possess the most important ones. The essay maintains that professionalism in journalism is important for the welfare of (...)
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  48.  10
    A. B. Jotkowitz (2005). The Physician Charter on Medical Professionalism: A Jewish Ethical Perspective. Journal of Medical Ethics 31 (7):404-405.
    The physician charter on medical professionalism creates standards of ethical behaviour for physicians and has been endorsed by professional organisations worldwide. It is based on the cardinal principles of the primacy of patient welfare, patient autonomy, and social welfare. There has been little discussion in the bioethics community of the doctrine of the charter and none from a Jewish ethical perspective. In this essay the authors discuss the obligations of the charter from a Jewish ethical viewpoint and call on (...)
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  49.  5
    Simon Bradford (2007). The 'Good Youth Leader': Constructions of Professionalism in English Youth Work, 1939-45. Ethics and Social Welfare 1 (3):293-309.
    This article explores the development of professional training for youth leaders (now, youth workers) in England and Wales between 1939 and 1945. The article identifies the state's construction of young people as a problematic social category at a time of national crisis and its mobilization of youth leadership as part of the war effort. The Board of Education supported, sometimes tacitly, the development of courses in some universities and voluntary organizations for youth leaders. By 1942 full-time courses of training existed (...)
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  50.  11
    David J. Doukas (2003). Where Is the Virtue in Professionalism? Cambridge Quarterly of Healthcare Ethics 12 (2):147-154.
    There is a wind of change about to affect the training of all house officers in the United States. The Accreditation Council of Graduate Medical Education has promulgated a set of general competencies for all U.S.-trained residents, with a major thrust focused on bioethics and professionalism that will likely catch residency directors unaware. The ACGME's General Competencies document globally addresses many relationship-based ethical roles and responsibilities of house officers in healthcare. Of note, this document contains a specific section on (...)
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