NAMA KELOMPOK :

1. Widya Ramadhanti

(13700125)

2. Budi Santo

(13700127)

3. Anindita Larasati

(13700129)

In practice . In short, what a physician needs to know and do and what therefore should
be assessed depend on career stage. Resident physicians, for example, would recommend that
because principles of professionalism related to societal issues are not intimately germane to
their patient care tasks while principles related to caring for individual patients are,
assessment of their professionalism should be directed to their commitment to excellence and
their respect and compassion for patients (brownel et al.2001).
At the same time, evidence also exists for the alternative proposition that the principles of
professionalism apply througtout a physician's career. Basic research on the development of
moral behavior as well as studies of learners is medical education (burton 1963; nelsen t al.
1969:clark et al. 1987;rushton 1980;rogers and couts 2000;stewart 1999; papadakies et
al.2004) suggests that the specifity of professional behavior according to contex is an
overstatement. In addition , professional organizations have delineated a comprehensive set
of principles that apply equally to medical students, residents, and/or physicians in practice
(Medical School Objectives Writing Group 1999, Accreditation Council For Graduate
Medical Education 2004;ABIM 1994;Arnold 2002). Morcover, effective pedagogy that
enables learners to anticipate and practice their future in safe surroundings also supports the
nation that the principles of professionalism are relevant to all stages of a medical career.
Similarly, developmental relationships among the principles of professionalism (Clark et
al.1987; Damon 2001; Eisenberg et al. 1991; Christakis and feudtner 1993; Arnold 2002;
Catellani and wear 2000; Ginsburg et al.2000; Shaffer 1993; Rushton 1980) argue for an
assessment approach that examinise learners progress toward acquiring, embracing, and
demonstrating the principles of professionalism throughout their career. Finally, the dynamic
nature of human development, including the active participation of learners and the cyclical
progression of learning, renders the decision to postpone assessment of some principles of
professionalism until a later career phase and the selection of those principles less than
straightforward (Archer 1989;Weidman et al.2001; Clark et al. 1987; Santrock 2001; Merz
1961; Stockmever and williams1988; papalia et al. 2001; Francis et al.2001; Branch 2000;
Self and baldwin 1998; Satterwhite et al. 1998; Rennie and crosby 2002). On what grounds,
then, can a choice be made between equally worthy stances?

An Approach that merges the two propositions offer a way forward: Assess eachy
Principle of professionalism at each stage of a medical career,

Terjemahan :
Dalam prakteknya. Singkatnya, apa yang perlu dokter ketahui dan lakukan serta apa yang
harus dinilai tergantung pada tahap karir. pasien dari dokter, misalnya, akan
merekomendasikan hal itu karena prinsip-prinsip profesionalisme yang berkaitan dengan isuisu sosial yang tidak erat dengan tugas-tugas perawatan pasien mereka sementara prinsipprinsip yang berkaitan dengan merawat pasien individu, penilaian profesionalisme mereka
harus diarahkan untuk komitmen mereka untuk keunggulan dan respon mereka serta belas
kasihan bagi pasien (brownel et al.2001).
Selain itu, pengajaran yang efektif yang memungkinkan peserta didik untuk
mengantisipasi dan mempraktekkan masa depan mereka dalam lingkungan yang aman juga
mendukung bangsa bahwa prinsip-prinsip profesionalisme relevan dengan semua tahap karir
medis. Demikian pula, hubungan antara perkembangan prinsip-prinsip profesionalisme
(Clark et al.1987; Damon 2001; Eisenberg et al 1991;. Christakis and feudtner 1993; 2002;
Catellani and wear 2000; Ginsburg et al.2000; Shaffer 1993; Rushton 1980) berdebat untuk
pendekatan penilaian yang menguji orang yang mempelajarinya maju ke arah dimana mampu
memperoleh, merangkul, dan menunjukkan prinsip-prinsip profesionalisme sepanjang karir
mereka. Akhirnya, sifat dinamis dari perkembangan manusia, termasuk partisipasi aktif dari
orang yang mempelajarinya dan siklus perkembangan belajar, membuat keputusan untuk
menunda penilaian beberapa prinsip profesionalisme sampai fase karir kemudian dan
pemilihan prinsip-prinsip kurang dari langsung (Archer 1989 ; Weidman et al.2001; Clark et
al 1987;. Santrock 2001; Merz 1961; Stockmever and williams1988; Papalia et al, 2001;.
Francis et al.2001; Branch 2000; self and baldwin 1998; Satterwhite et al 1998;. Rennie and
crosby 2002). Atas dasar apa, kemudian, dapat pilihan dibuat antara sikap sama layak?
Pendekatan yang menggabungkan dua proposisi menawarkan jalan ke depan: Menilai
setiap Prinsip profesionalisme pada setiap tahap karir medis,