Pre-clerkship medical students’ perceptions of medical professionalism
Abstract Background Professionalism instruction and assessment is a core component of medical education, and essential for professional identity formation (PIF). Thus, understanding the socialization of medical students to the values of the profession (i.e., medical professionalism), and how these m...
| Main Authors: | , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2019-07-01
|
| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s12909-019-1629-4 |
| _version_ | 1818060043809980416 |
|---|---|
| author | Danielle Reimer Ross Russell Bertha Ben Khallouq Christine Kauffman Caridad Hernandez Juan Cendán Analia Castiglioni |
| author_facet | Danielle Reimer Ross Russell Bertha Ben Khallouq Christine Kauffman Caridad Hernandez Juan Cendán Analia Castiglioni |
| author_sort | Danielle Reimer |
| collection | DOAJ |
| description | Abstract Background Professionalism instruction and assessment is a core component of medical education, and essential for professional identity formation (PIF). Thus, understanding the socialization of medical students to the values of the profession (i.e., medical professionalism), and how these may evolve, warrants continued understanding. Methods The purpose of this study was to examine and compare pre-clerkship (first and second year) medical students’ perceptions of professionalism. First and second year medical students participate in this study. This was a two-phase mixed-methods cohort study conducted across two academic years (2014–2015 and 2015–2016). In Phase I, first and second year medical students participated in a nominal group technique (NGT) session. NGT data was analyzed qualitatively to generate a card-sorting exercise of professionalism attributes for Phase II. In Phase II, data from the sorting task was analyzed using Principle Component Analysis (PCA). Results The PCA for first year students derived a 7-factor solution. Factors (i.e., professionalism domains) identified were: Self-management and patient-centeredness, ethics and professional reputation, dependability, self-awareness and self-improvement, image, proficiency and lifelong learning and integrity. The PCA for second year students derived a 5-factor solution; factors identified were: “Good Doctor” attributes, responsibility, ethics, innovation and self-improvement and unbiased. Conclusions Identification and organization of attributes into an overarching professionalism mental model provide a window into the active reconstruction of students’ professional identity during the nascent stages of medical education. M1 professionalism domains were more consistent with the conventional professional image of the physician (e.g. Ethics and Professional reputation, Dependability, Integrity), whereas, M2 domains reflected a more global view (e.g., “Good Doctor” attributes, Responsibility, Ethics). This study provides a lens into the dynamic nature of students’ PIF and encourages educators to evaluate PIF pedagogy at their own institutions. |
| first_indexed | 2024-12-10T13:26:09Z |
| format | Article |
| id | doaj.art-c13a5bc3705944ea8d84b3c457ee8b8c |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-10T13:26:09Z |
| publishDate | 2019-07-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-c13a5bc3705944ea8d84b3c457ee8b8c2022-12-22T01:47:11ZengBMCBMC Medical Education1472-69202019-07-011911910.1186/s12909-019-1629-4Pre-clerkship medical students’ perceptions of medical professionalismDanielle Reimer0Ross Russell1Bertha Ben Khallouq2Christine Kauffman3Caridad Hernandez4Juan Cendán5Analia Castiglioni6Mayo Clinic FloridaBaylor Scott and White HealthCollege of Medicine, University of Central FloridaCollege of Medicine, University of Central FloridaCollege of Medicine, University of Central FloridaCollege of Medicine, University of Central FloridaCollege of Medicine, University of Central FloridaAbstract Background Professionalism instruction and assessment is a core component of medical education, and essential for professional identity formation (PIF). Thus, understanding the socialization of medical students to the values of the profession (i.e., medical professionalism), and how these may evolve, warrants continued understanding. Methods The purpose of this study was to examine and compare pre-clerkship (first and second year) medical students’ perceptions of professionalism. First and second year medical students participate in this study. This was a two-phase mixed-methods cohort study conducted across two academic years (2014–2015 and 2015–2016). In Phase I, first and second year medical students participated in a nominal group technique (NGT) session. NGT data was analyzed qualitatively to generate a card-sorting exercise of professionalism attributes for Phase II. In Phase II, data from the sorting task was analyzed using Principle Component Analysis (PCA). Results The PCA for first year students derived a 7-factor solution. Factors (i.e., professionalism domains) identified were: Self-management and patient-centeredness, ethics and professional reputation, dependability, self-awareness and self-improvement, image, proficiency and lifelong learning and integrity. The PCA for second year students derived a 5-factor solution; factors identified were: “Good Doctor” attributes, responsibility, ethics, innovation and self-improvement and unbiased. Conclusions Identification and organization of attributes into an overarching professionalism mental model provide a window into the active reconstruction of students’ professional identity during the nascent stages of medical education. M1 professionalism domains were more consistent with the conventional professional image of the physician (e.g. Ethics and Professional reputation, Dependability, Integrity), whereas, M2 domains reflected a more global view (e.g., “Good Doctor” attributes, Responsibility, Ethics). This study provides a lens into the dynamic nature of students’ PIF and encourages educators to evaluate PIF pedagogy at their own institutions.http://link.springer.com/article/10.1186/s12909-019-1629-4ProfessionalismMedical educationMedical education-professionalismIdentity formation |
| spellingShingle | Danielle Reimer Ross Russell Bertha Ben Khallouq Christine Kauffman Caridad Hernandez Juan Cendán Analia Castiglioni Pre-clerkship medical students’ perceptions of medical professionalism BMC Medical Education Professionalism Medical education Medical education-professionalism Identity formation |
| title | Pre-clerkship medical students’ perceptions of medical professionalism |
| title_full | Pre-clerkship medical students’ perceptions of medical professionalism |
| title_fullStr | Pre-clerkship medical students’ perceptions of medical professionalism |
| title_full_unstemmed | Pre-clerkship medical students’ perceptions of medical professionalism |
| title_short | Pre-clerkship medical students’ perceptions of medical professionalism |
| title_sort | pre clerkship medical students perceptions of medical professionalism |
| topic | Professionalism Medical education Medical education-professionalism Identity formation |
| url | http://link.springer.com/article/10.1186/s12909-019-1629-4 |
| work_keys_str_mv | AT daniellereimer preclerkshipmedicalstudentsperceptionsofmedicalprofessionalism AT rossrussell preclerkshipmedicalstudentsperceptionsofmedicalprofessionalism AT berthabenkhallouq preclerkshipmedicalstudentsperceptionsofmedicalprofessionalism AT christinekauffman preclerkshipmedicalstudentsperceptionsofmedicalprofessionalism AT caridadhernandez preclerkshipmedicalstudentsperceptionsofmedicalprofessionalism AT juancendan preclerkshipmedicalstudentsperceptionsofmedicalprofessionalism AT analiacastiglioni preclerkshipmedicalstudentsperceptionsofmedicalprofessionalism |