Theme
Educational Environments
INSTITUTION
College of Medicine- University of Hail
College of Medicine – University of Sharjah
In the new era of competency-based education, all medical education organization’s guidelines are calling for the support of teaching and acquisition of professionalism. It is found in almost all the graduate profile competencies such as the ACGME, Saudi Med and also it is considered one of the attributes to be considered in the accreditation standards.
The basis for this consideration of professionalism as important outcome in medical education stems from the fact that medical education is not about acquisition of knowledge only rather it is of developing in entity of the medical professional.
Professionalism is a conceptual issue that requires clarification [13], one of the difficulties is that Professionalism is defined in the literature in many ways, sometimes vague terms are used to define it.
A recent attempt to contextualize the concept of professionalism in the Arab World has been conducted and published.
The objective of this study is to determine medical student perception of professionalism.
This was a cross-sectional study addressing medical students in years One and Two, The data will be collected using a validated survey questionnaire.
The questionnaire contained all the items in the Learner’s Attitude of Medical Professionalism scale (LAMP) plus six items from the questionnaire used to assess the perception in Taiwan. With likert scale of 5 where 1 is strongly disagree and 5 is strongly agree. In the analysis both strongly disagree and disagree merged together and the same for strongly agree and agree.
The following table showed the perception of the students to some of the behaviours mentioned in the questionnaire:
|
Behaviour |
Perception % |
|||
|
Gender |
Disagree |
Neutral |
Agree |
|
|
Leaves before handing over patients to the next colleague on duty |
Males |
83 |
6 |
10 |
|
Females |
72 |
9 |
19 |
|
|
Encourage patients to contribute to decision making |
Males |
17 |
7 |
76 |
|
Females |
13 |
7 |
80 |
|
|
Discusses patient cases with colleagues in a crowded elevator |
Males |
59 |
7 |
34 |
|
Females |
61 |
26 |
13 |
|
|
Reflects on clinical cases to discover his/her unmet learning needs |
Males |
20 |
16 |
64 |
|
Females |
19 |
8 |
74 |
|
|
Attend patient’s questions to explain their illness in a busy clinic |
Males |
32 |
3 |
65 |
|
Females |
44 |
17 |
42 |
|
|
Introduce medical student’s as doctors to a patient |
Males |
47 |
23 |
30 |
|
Females |
47 |
20 |
33 |
|
|
Keep patients waiting in his/her clinic without apology |
Males |
67 |
13 |
20 |
|
Females |
75 |
10 |
13 |
|
Medical students (Males and Females) has positive attitudes to the professional behaviours needed from the health professions.
Further data analysis is needed to have strong evidence on this agreement between males and females.
Without understanding professionalism its difficult to appreciate how it is functions and, therefore, how it may be influenced.
Authors would like to aknoledge all colleagues and students for their cooperation.
- Adkoli BV, Al-Umran KU, Al-Sheikh M, Deepak KK, Al-Rubaish AM. Medical students’ perception of professionalism: A qualitative study from Saudi Arabia. Medical Teacher Vol. 33, Iss. 10, 2011
- American Board of Internal Medicine. Project Professionalism. Philadelphia: ABIM, 1995.
- Anon. Doctors in society: Medical professionalism in a changing world. Report of a Working Party of the RCP. London: Royal College of Physicians, 2005.
- Blank L, Kimball H, McDonald W, Merino J. Medical professionalism in the new millennium: a physician charter 15 months later. Ann Intern Med. 2003; 138(10): 839-841.
- KAVAS, Mustafa Volkan et al. Turkish students’ perceptions of professionalism at the beginning and at the end of medical education: a cross-sectional qualitative study. Medical Education Online, [S.l.], v. 20, mar. 2015.
- Robins LS, Braddock CH, Fryer-Edwards KA. 2002. Using the American Board of Internal Medicine’s ‘‘Elements of Professionalism’’ for undergraduate ethics education. Acad Med 77:523–531.
- Shea JA, Bellani LM, Reynolds EE. 2000. Assessing and changing unprofessional behaviors among faculty, residents and students. Acad Med 75:512.
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