Role of behavioral sciences in development of professionalism among MBBS students (original) (raw)
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International Journal of Medical Education, 2014
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Prospective Randomised Controlled Trial of Teaching Medical Students Behavioural Sciences
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Academic Medicine, 2008
The authors report on an integrated program of teaching, developing, and assessing professionalism as well as managing unprofessional behavior referrals and supporting students through the Personal and Professional Development Committee (PPDC) in the four-year, graduate-entry medical program at ). * MBBS is the title of the medical degree conferred by UQ. † Y4, fourth-year medical students. ‡ Y3, third-year medical students. § Y2, second-year medical students. ¶ Y1, first-year medical students.
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Objective: To assess the correlation of medical professionalism score of final year medical students with theiracademic results of the final professional examination. Study Design: Correlational study. Place and Duration of Study: Army Medical College, Rawalpindi, from Mar to Nov 2019. Methodology: Final year medical students were enrolled by non-probability consecutive sampling. Their medical professionalism score was calculated using the Penn State College of Medicine-Professionalism Questionnaire (PSCOM-PQ). All the aspects of accountability, altruism, excellence, duty, honour/integrity and respect were noted using the questionnaire. Thirty points from the questionnaire were used, calculating the maximum value of 150. After the final professional examination, their academic results were procured. The strength of the relationship between medical professionalism score and academic results of final year professional examination was assessed using the Pearson correlation coefficient....
Professionalism of future medical professionals in Universiti Sultan Zainal Abidin, Malaysia
Professionalism with high moral character should be developed from the schooling time of the students. The objective of this study was to explore the professionalism of medical students. It was a cross-sectional study conducted on 108 year-I and year-II medical students of session 2012-2013 selected conveniently at UniSZA, Malaysia. Data was collected using a mixed type of validated instrument and analyzed using SPSS. Year-I and year-II were 86% and 98% respectively. Only 27% respondents were male and 73% were female. Mean professionalism scores for year-I and year-II were 175.20 and 172.91, while for male and female were 172.31 and 174.58 respectively. No significant differences observed between gender (p=0.536) and study-year (p=0.484). However, 34% year-I and 19% year-II students defined professionalism diversely while 18% and 9% were un-responded. Professionalism is a braodconcept; a burning issue worldwide. Teachers should emphasis on core elements of professionalism which are unique for all professions.
Objectives: Medical professionalism forms the basis of the relations between doctors and society. Researchers believe professionalism is extremely important in medicine to alleviate human errors. Professionalism is not inborn social characteristics. Intellects believe to safeguarding and upholding medical professionalism it is compulsory to include in medical curriculum. This study is aimed to compare the professionalism of future medical professionals between two private medical colleges in Bangladesh. Methods: The study was conducted at Gonoshashthaya Samajvittik Medical College (GSSVMC) and Enam Medical Colleges (EMC) in Bangladesh. It was a cross-sectional study carried out on 445 medical students of Year-III (127), Year-IV (205) and Year-V (113) MBBS students of session 2012-2013 selected conveniently from GSSVMC and EMC. Two hundred students were from GSSVMC and 245 were from EMC. Data was collected using a validated instrument which contained core professionalism characteristics measured by 5-points Likert scale giving a maximum score of 220 with few open-ended questions. Results: Response rate of this study was 76%; 48% respondents were male and 52% were female. Mean professionalism scores for Year-III, IV and V were 173, 175 and 189 and for male and female were 179 and 178 respectively. No significant differences observed between gender (p=0.679). Significant differences were observed between study-year (p<0.001) and also between total scores (p<0.001) 172 for GSSVMC and 183 for EMC. However, 43% students were not precise about professionalism. Conclusions: Educators should focus to increase awareness on core professionalism attributes
The Perceptions of Professionalism by 1(st) and 5(th) Grade Medical Students
Acta informatica medica : AIM : journal of the Society for Medical Informatics of Bosnia & Herzegovina : časopis Društva za medicinsku informatiku BiH, 2014
Professionalism is essential for the development of mature physicians but not much education is devoted to that theme. We aimed to determine the views of undergraduate medical students on medical professionalism. This was a qualitative study, based on focus groups of the first and fifth-year undergraduate medical students. Transcripts of the focus groups were independently evaluated by two researches. Segments of transcripts, identified as important, were marked as verbatims. A grounded theory method with open coding was applied. A list of codes was developed and reviewed by both researchers until the consensus was reached. Then, the codes were reviewed and put into the categories and dimensions. Students recognized 10 main medical professionalism dimensions (empathy, respect, responsibility, autonomy, trust, communication, difference between professional and private life, team work, partnership) and two dimensions associated with it (physician's characteristics, external factor...