Development of professionalism through simulation: the need for a common language

Abstract

All healthcare educational curricula aim to foster the development of safe and professional clinicians. The professional values and behaviours of clinicians determine how team members interact and support each other. They are crucial for safe and effective patient care. Simulation provides a unique opportunity for learners to demonstrate and observe professional attitudes and behaviours, and to explore and reflect on their own underlying values. However, as healthcare educators, we often lack the basic vocabulary and consistency in terminology to support learning conversations. The Generic Professional Capabilities Framework (GPCF) published by the General Medical Council in the United Kingdom gives a detailed description of essential capabilities that underpin professional medical practice. Specific descriptors relating to professionalism are essential when addressing the challenges of communicating and developing complex professional behaviours. They are helpful when diagnosing and supporting learners or clinicians in difficulty and fundamental in the identification and promotion of positive professional behaviours. In this article, we highlight key opportunities in using such frameworks in simulation-based education to explore and champion a focus on professionalism. They also provide accessible terms and phrases that will aid healthcare educators and clinical supervisors to introduce consistent professionalism-specific terminology into their everyday practice, for simulation design and delivery, and for clinical debriefing and feedback.