Using a Scenario-Based Approach to Teaching Professionalism to Medical Students: Course Description and Evaluation.
curriculum
medical education
professionalism
training
Journal
JMIR medical education
ISSN: 2369-3762
Titre abrégé: JMIR Med Educ
Pays: Canada
ID NLM: 101684518
Informations de publication
Date de publication:
24 Jun 2021
24 Jun 2021
Historique:
received:
20
12
2020
accepted:
15
04
2021
revised:
22
03
2021
entrez:
29
6
2021
pubmed:
30
6
2021
medline:
30
6
2021
Statut:
epublish
Résumé
Doctors play a key role in individuals' lives undergoing a holistic integration into local communities. To maintain public trust, it is essential that professional values are upheld by both doctors and medical students. We aimed to ensure that students appreciated these professional obligations during the 3-year science-based, preclinical course with limited patient contact. We developed a short scenario-based approach to teaching professionalism to first-year students undertaking a medical course with a 3-year science-based, preclinical component. We aimed to evaluate, both quantitatively and qualitatively, student perceptions of the experience and impact of the course. An interactive professionalism course entitled Entry to the Profession was designed for preclinical first-year medical students. Two scenario-based sessions were created and evaluated using established professionalism guidance and expert consensus. Quantitative and qualitative feedback on course implementation and development of professionalism were gathered using Likert-type 5-point scales and debrief following course completion. A total of 70 students completed the Entry to the Profession course over a 2-year period. Feedback regarding session materials and logistics ranged from 4.16 (SD 0.93; appropriateness of scenarios) to 4.66 (SD 0.61; environment of sessions). Feedback pertaining to professionalism knowledge and behaviors ranged from 3.11 (SD 0.99; need for professionalism) to 4.78 (SD 0.42; relevance of professionalism). Qualitative feedback revealed that a small group format in a relaxed, open environment facilitated discussion of the major concepts of professionalism. Entry to the Profession employed an innovative approach to introducing first-year medical students to complex professionalism concepts. Future longitudinal investigations should aim to explore its impact at various stages of preclinical, clinical, and postgraduate training.
Sections du résumé
BACKGROUND
BACKGROUND
Doctors play a key role in individuals' lives undergoing a holistic integration into local communities. To maintain public trust, it is essential that professional values are upheld by both doctors and medical students. We aimed to ensure that students appreciated these professional obligations during the 3-year science-based, preclinical course with limited patient contact.
OBJECTIVE
OBJECTIVE
We developed a short scenario-based approach to teaching professionalism to first-year students undertaking a medical course with a 3-year science-based, preclinical component. We aimed to evaluate, both quantitatively and qualitatively, student perceptions of the experience and impact of the course.
METHODS
METHODS
An interactive professionalism course entitled Entry to the Profession was designed for preclinical first-year medical students. Two scenario-based sessions were created and evaluated using established professionalism guidance and expert consensus. Quantitative and qualitative feedback on course implementation and development of professionalism were gathered using Likert-type 5-point scales and debrief following course completion.
RESULTS
RESULTS
A total of 70 students completed the Entry to the Profession course over a 2-year period. Feedback regarding session materials and logistics ranged from 4.16 (SD 0.93; appropriateness of scenarios) to 4.66 (SD 0.61; environment of sessions). Feedback pertaining to professionalism knowledge and behaviors ranged from 3.11 (SD 0.99; need for professionalism) to 4.78 (SD 0.42; relevance of professionalism). Qualitative feedback revealed that a small group format in a relaxed, open environment facilitated discussion of the major concepts of professionalism.
CONCLUSIONS
CONCLUSIONS
Entry to the Profession employed an innovative approach to introducing first-year medical students to complex professionalism concepts. Future longitudinal investigations should aim to explore its impact at various stages of preclinical, clinical, and postgraduate training.
Identifiants
pubmed: 34185007
pii: v7i2e26667
doi: 10.2196/26667
pmc: PMC8277325
doi:
Types de publication
Journal Article
Langues
eng
Pagination
e26667Informations de copyright
©James Ashcroft, Patrick Warren, Thomas Weatherby, Stephen Barclay, Laurence Kemp, Richard Justin Davies, Catherine Elizabeth Hook, Elizabeth Fistein, Elizabeth Soilleux. Originally published in JMIR Medical Education (https://mededu.jmir.org), 24.06.2021.
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