“They liked it if you said you cried”: how medical students perceive the teaching of professionalism (original) (raw)
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Background: Recent decades have seen an international trend for the development of undergraduate medical programmes in rural locations. These have been considered educationally equivalent alternatives to traditional hospital-based programmes. A pilot Rural Medical Immersion Programme (RMIP) was launched at the University of Otago. Aims: To examine the clinical skills experience of RMIP students and to compare it to that of fifth-year students based in the traditional, often urban and hospital-based, rotations. Methods: An online questionnaire was completed by 23 medical students: six RMIP students and 17 hospital-based students. Students rated their level of experience in a variety of skills and their self-perceived competence for performing these skills after their fifth year. Total experience and confidence was compared using Mann-Whitney U test, as were subsets of skills. Results: There was no difference found in the total clinical skills experience and confidence between RMIP and traditional students. RMIP students reported greater experience of patient examination and patient education skills; traditional students reported greater experience and confidence in investigation and interpretative skills. Conclusion: Clinical skills experience of the RMIP students is at least equivalent to that of their peers in the tertiary hospital setting. However, attention may be needed in the development of 'investigative and interpretative skills' for rural immersion students.
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Purpose: Changing healthcare needs of the modern society in epidemiological transition created the necessity to embed the professionalism context into medical education.Undergraduate medical education programs now adopt new approaches including different educational strategies, teaching and learning techniques as well as redefined competence areas for medical professionalism; for example, communicational skills, attitudinal and ethical issues, teamwork, evidence based practice, early exposure to clinical and ethical reasoning, preparation for practice can be mentioned. These new trends in medical education are believed to benefit good medical practice and a person centered approach of future medical professionals, thus increasing quality of care. At Acıbadem University School of Medicine the medical education curriculum is structured according to the new perspectives of medical education principles and a new pre-clinical professionality program which is called Clinical Medicine and Professional Skills (CMPS). The CMPS program is providing the students a broad understanding of professionalism, ethics, communication and clinical skills, and some basic procedural skills before attending the clerkship years. At the end of the 2011-2012 academic year, the first three years of the CMPS program were completed and the students passed to the second phase (clerkship period). This study aims to describe the perception of students and teachers at ACUMS about professionalism outcomes of the program. Patients and Methods: This is a qualitative study using phenomenological research strategy with a face-to-face interview data collection method. Conclusion: The results of this study showed that early exposure to professionalism domains in under graduate medical education creates a high level of professional self-awareness going along with corresponding expectations from the forth following medical education infrastructure in students. They have high levels of expectations from the medical curriculum in the clinical phase, the training sites and infrastructure. They also expect their clinical teachers to be "good professional role models and good teachers".
Shaping medical professionalism in pre-clinical medical students: students' perspective
Objectives: Medical professionalism is an essential aspect of medical education and clinical practice globally. It symbolizes the nature, responsibilities and distinctiveness of medical students and physicians. The significance of medical professionalism has been highlighted as it involves an ongoing conversation. This study aimed to determine medical students' perspectives towards the teaching medical professionalism course in medical schools. Method: For this study a cross-sectional based well-structured English language questionnaire survey was administered. The questionnaire was distributed among 238 second year male and female medical students. 136 (57.14%) participants were male and 102 (42.85%) were female medical students. The questionnaire comprised of 14 items, students' feedback was recorded on teaching medical professionalism and assessment system. Results: Out of 238 students 55.5% of the students' responses were positive about their pre-knowledge regarding the medical professionalism course. 14.7% medical students agreed and 16% disagreed for keeping professionalism course in medical schools. However, 69.3% students' responses remained neutral. As far as the lectures were concerned in order to perceive the professionalism course 47.1% of the total students " agreed " and 18.9 % of students " disagreed ". Regarding the participants' perceptions on assessment system, 71% students reported that professionalism course should not be evaluated by MCQs. Majority of males (72.8%) and females (68.6%) were not in favor of course evaluation being based on the MCQs. Conclusion: Majority of the medical students showed positive pre knowledge about medical professionalism course. Medical students were less likely interested to keep the medical professionalism course in medical schools. However, they were highly satisfied with the instructors for properly utilizing the technology during the study sessions. Medical professionalism course needs time and further improvements in making the students understand about the objectives and significance of the medical professionalism course in academic and clinical practice.