Faculty Feedback 

"As a faculty member focused on delivering and assessing professionalism and student professional development, the ProfessionalFormation.org modules have been an incredibly useful tool. The modules cover a broad base of interprofessional, evidence-based content in an interactive and flexible format. The quality of the content has made for smooth integration into the curriculum and strong support from the faculty and curriculum committee review. Student feedback has been very positive and, in particular, the discussion board format has been particularly engaging and stimulated significant reflection."

Tanja K Adonizio, MD
Associate Dean for Student Affairs and Assistant Professor of Medicine
Geisinger Commonwealth School of Medicine

"I presented the PFO module on Social Justice this weekend and it was fantastic!! It spawned great conversations between faculty and students. The two hours just flew by...I love how the module had such a trickle-down effect and just opened up the floodgates for more and more conversation."

Jennifer Coates, DNP, MBA, ACNPC, ACNP-BC
Adult Gerontology Acute Care Nurse Practitioner Track Director
Drexel University
College of Nursing & Health Professions

“Quality modules that include videos, reflection questions and follow up resources provide excellent preparation for students in class discussion and clinical experiences.”

“…enlivens the content and stimulates discussion.”

“The scenarios presented in the videos provided a starting point for the discussion related to moral distress.”

“Helps me self-reflect on my own practice to perform better as a clinician and educator.”

“It is a great resource to provide context and background information for various topics. It also allows for a great deal of self-reflection and assists in developing interactive group activities to process and discuss the module.”

“Gives guidelines as to what a doctor should be and how to work toward that formation.”

“Brings issue to conscious awareness and as divisional director, can close the loop by making surgeons more aware of the effect of the hidden curriculum on students.”

“It helps me inform students about things they may encounter while on clinical rotations and resources they have available to help them.”

“Establishes a standard of care; delivers an authoritative curriculum; provides teaching and learning materials; enables easier standardization of teaching across a geographically and temporally dispersed learning environment; and provides peer-reviewed materials for teaching and reference.”

“Makes me more aware of unintended messages that students may receive from faculty behavior.”

Learners’ Interprofessional Education Feedback

“It was really helpful to have a different perspective from other medical professions.”

“Reinforced the goals of interprofessional teams and how a high functioning team interacts.”

“It gives me the tools and the know how to function better in an interdisciplinary team.”

“Allows you to reflect on your own and then see the reflections/comments of other medical professionals.”

“Allows for learning in an integrated way across professions.”

"[The course] helped in addressing colleagues in professional environment."

“It's interesting to hear a clinician's point of view, when coming at issues from the perspective of an administrator.”

“PFO created an interesting side of the material we are learning. For example this course relates to law a lot and we usually discuss what the legal side of the dispute would be and how a healthcare lawyer would solve such an issue; PFO presents us with a point of view from a clinician's perspective. This is very helpful as it provides us with an opportunity to turn our thinking upside down, as it were, to see a completely different side.”

“Helps communication between other disciplines.”

Learners’ Feedback

"I enjoyed the videos that illustrate the points being made."

"It provided real life examples in the clinical setting of unprofessionalism."

“PFO helped me learn valuable information that I can use during clinical rotations as a student that I didn’t necessarily learn during didactic year.”

“PFO brings your attention to things that may not be as obvious or ‘common sense-like’ as you may think. It is organized in a structured manner that is easy to read and understand.”

“It gave examples of scenarios and responses I would have never considered.”

 “The combination of text, story, and video-based learning materials was helpful in giving form to some of these ideas.”

“It is a convenient and semi-interactive learning module, which makes it more exciting than just reading text.”

“It gave examples of scenarios and responses I would have never considered.”

“Helped in addressing colleagues in professional environment.”

“The combination of text, story, and video based learning materials was helpful in giving form to some of these ideas.”

“PFO helped me learn valuable information that I can use during clinical rotations as a student that I didn’t necessarily learn during didactic year.”

“I appreciated the video scenarios that were presented and the corresponding questions that were posed that enabled me to think more about how I might respond to certain situations.”

“PFO helps in our learning by allowing us to revisit many of the traits that we all aspire to exhibit in our professional careers during a time period in which we are often inundated with medical facts. It helps to develop the well-rounded professional to help improve our healthcare system and to be the best doctors we can be for our patients.”

“It has shown me different areas of professionalism which has been helpful in forming my own professional identity.”

“It helps answer difficult ethical questions that I have.”

“It provides a framework and base upon which I can develop other skills necessary for success in the field of medicine. While it does not necessarily provide all the answers to problems and obstacles I may face, it does in fact give me the tools to approach problems.”

“PFO allows me to grow as a professional outside of the typical science and medicine curriculum. With scheduled time to practice reflection and ethical thinking, PFO helps me learn about aspects of patient care that are present beyond any disease state that I may encounter.”

"It helped me realize what values mean the most to me as I progress through my education.”

 "…how to deal with people in positions of power demonstrating poor professionalism.”


“It makes you reflect on unspoken practice around you and prepares you to handle them when they do arise.”