By Anna Lama
I recently presented a workshop on the assessment of professionalism at the Southern Group on Educational Affairs (SGEA) conference. I planned to discuss the elements of assessment: developing a framework to define professionalism, discussing successful assessment practices and reviewing the various tools available to assess professionalism.1 Much to my surprise, the discussion quickly moved into deeper inquiry on student participation, perceptions, and self-identity through the use of peer evaluations on professionalism…
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