Showing 6 results for Professionalism
Haviv Rahban, Abbas Allami, Navid Mohammadi,
Volume 10, Issue 26 (9-2017)
Abstract
Introduction: The literature supports the inclusion of professional education in undergraduate education. We assessed the attitudes of undergraduate medical students toward medical professionalism in Qazvin University of Medical Sciences during the educational year of 2014-2015.
Methods: All undergraduate medical students, in clerkship and internship levels, enrolled in a descriptive study in Qazvin University of Medical Sciences. Data were gathered based on a questionnaire adjusted by the culture considerations of the country. Analyses were performed by SPSS software.
Results: A total of 131 medical students and interns (62.6% female) with the mean age of 24.6±1.12 years old participated. Forty two percent of the participants were studying in the fifth (last) year of medical school and 57% were in internship level. Most trainees believed that learning about ethics and professionalism is necessary and should be taught and learned. Medical ethics course should be formally taught in the medical school in opinion of half of the trainees while the others preferred to consider it as an elective. The majority of participants (94.5%) believed that learning medical professionalism needs more than only a theoretical course. A longitudinal approach for teaching medical ethics and professionalism was the most agreed format rather than a time-limited course. There was a significant difference between attitude of the students and interns in terms of necessity of lifelong learning and having updated knowledge (p=0.044), Interprofessional collaboration and team-work (p=0.032) and the importance of continuous education (p=0.030). Also, frequency of professional behaviors [e.g. number of weekly studied articles (p=0.025), use of previous notation (p=0.015) and participation in social services in the past few years (p=0.047)] were statistically different based on the level of education.
Conclusion: The undergraduate medical students have positive attitudes toward the specific elements of professionalism (empathy, teamwork, and lifelong learning) but didn’t use them in their behavior.
Mehran Razavipoor, Siavash Moradi, Fattane Amuei, Misagh Shafizad, Elahe Mahmoodi, Pezhman Mohamadalizadeh,
Volume 13, Issue 40 (3-2021)
Abstract
Background & Objective: Investigating residents' opinions is one of the ways to evaluate professionalism in the clinical setting in a variety of ways. Since Teachers are good role models for learners and on the other hand, students have a close relationship with the teachers because of their direct presence in the teaching position, therefore, their viewpoints about the characteristics of a teacher can dramatically influence the learning process. The purpose of this study was to investigate the residents' viewpoints on professionalism of clinical Teachers.
Materials and Methods: This study was a descriptive study. The statistical population was residents of Educational Departments of Imam Khomeini Sari Hospital in 1398 who were selected by census sampling method (n = 150). The research tool was a researcher-made questionnaire containing 30 questions. The validity of the questionnaire was evaluated using the opinions of 20 experts and calculation of CVR and Impact Score coefficients. The reliability of the tool was calculated as 0.87 using Cronbach's alpha. The data were analyzed by means and variance analysis.
Results: The results showed that the overall score of clinical Teachers professionalism score was 4.04. The component of responsibility with the average of 4.10 had the highest score and job excellence with an average of 3.88 had the lowest score. There was no significant difference between different educational groups.
Conclusion: The results showed that the professional status of clinical Teachers is in a relatively good condition. For ethics excellence, short-term ethics courses and Active teaching methods are proposed.
Dr. Fatemeh Keshmiri, Ms. Azam Hoseinpoor, Dr. Sara Jambarsang, Ms. Fatemeh Jabinian, Dr. Mostafa Shiryazdi,
Volume 15, Issue 47 (12-2022)
Abstract
Background & Objective: Professionalism and interprofessional cooperation are essential capabilities of health team members. Educational systems must use an appropriate approach for training and evaluating these capabilities. The present study aimed to investigate the adherence of surgical residents and personnel to interprofessional professionalism behavior in the operating units using the interprofessional professionalism Assessment (IPA).
Materials & Methods: This cross-sectional study was conducted at Shahid Sadoughi University of Medical Sciences from 2019 to 2020. The performance of surgical team members, including 113 residents, surgical technologists (operating room), and anesthesia technicians, was evaluated using the interprofessional professionalism assessment tool (IPA). Data were analyzed using descriptive (mean and standard deviation) and analytical (ANOVA, Chi-square) tests.
Results: The score of interprofessional professionalism behavior of the team members in the operating units were reported as 1.16 ± 0.27 out of 5. No significant difference (F=0.24, P=0.333) was observed between the participants' scores in different disciplines. The lowest scores of the participants in the "excellent" range were 1.04±0.31 out of 5.
Conclusion: The results showed that interprofessional professionalism behavior among the participants was weak. It is suggested that planning for formal curriculum and continuous evaluation of adherence to improve the interprofessional behavior among surgical team members.
Nilofar Bahmie, Leili Mosalanejad, Zahra Karimian, Navaz Emadi,
Volume 16, Issue 51 (5-2023)
Abstract
Background & Objective: While there are numerous advantages to using cyberspace for students' learning, it also increases the likelihood of unethical behavior. Therefore, this qualitative study aimed to identify and analyze ethical faults in cyberspace at Jahrom University of Medical Sciences.
Materials & Methods: This study was conducted at Jahrom University of Medical Sciences over a five-year period using a qualitative approach with thematic analysis. The population included 467 students, who were divided into ten groups and had taken a medical etiquette course. The students were asked to draw their desired factors in a visual art format as tree branches while working in teams to express ethical faults and issues in cyberspace. A total of 9 focus groups and 23 teamwork documents were analyzed, and groups with comprehensive analysis of the issue were selected by purposive sampling and focus groups interview to continue until data saturation was achieved. Braun & Clark's six-phase framework was used for thematic analysis in data analysis.
Results: The findings of this study identified three major themes or factors related to cyberspace, including reasons, faults, and preventive solutions that had creator-dependent 27 factors (Sub-themes) and 160 codes. These themes revealed the major ethical concepts in cyberspace from the student's viewpoint.
Conclusion: As technology develops rapidly, it is crucial to ensure integrity in education for all stakeholders related to an online learning community. Therefore, educational institutions need to focus on preventing cyber faults by educating and training users.
Dr Nasrin Hanifi, Dr Fatemeh Gheiasi,
Volume 17, Issue 56 (9-2024)
Abstract
Background & Objective: Teaching professionalism is one of the foundations of professional development for medical students. The present study aimed to explain the antecedents, attributes, and consequences of professionalism in medical education.
Material & Methods: In this study, Rodgers' evolutionary concept analysis approach was used. The search was performed using the keywords "professionalism", "medical education" and similar words in PubMed, Scopus, Scientific Information Database (SID), and Magiran databases and search engine Google Scholar. Literature published in English and Persian was included in the study. 59 articles were analyzed using the content analysis approach and attributes, antecedents, and consequences of professionalism in medical education were identified.
Results: The attributes of professionalism in medical education were identified in "the emergence of the professional role models" and "the institutionalization of the culture of professionalism in education". The "manner" and "competence" of professors and "university policy in achieving professionalism" were determined as an antecedent, and the consequences for health stakeholders in "community" and "student" dimensions were defined as the consequences of professionalism in medical education.
Conclusion: Professionalism in medical education involves the presence of professional role models and the establishment of a culture of professionalism within educational environments. This includes professional character and competencies and moral qualities such as tolerance, fairness, and respect for human values. The antecedents of professionalism include the manner and competence of professors and the university's plans to achieve professionalism. The consequences of professionalism in medical education include improved health outcomes for the community, enhanced patient satisfaction, and the development of positive attitudes and behaviors in students. Professionalism in medical education aims to train professional students and provide high-quality services to ensure society's health.
Dr. Prerna Agarwal, Dr. Dalia A. Biswas,
Volume 18, Issue 1 (4-2025)
Abstract
Background & Objective: Medical professionalism and identity formation are typically learned through hands-on medical training and practice. But during the early COVID–19 pandemic, medical students were displaced from campus. However, they could engage with the characteristics of the profession by critically observing the response of healthcare professionals to the COVID–19 pandemic through news, such other means. and personal experience. The purpose of this study was to explore if preclinical students could discern the core values of their profession in such unusual circumstances.
Material & Methods: The qualitative study, content analysis based on the principles of grounded theory, was conducted from October 2020 – January 2021, among the preclinical students of a medical college in India. After an online sensitization, they were asked to write reflection notes. The reflection notes of all 28 respondents were analysed thematically using QDA Miner Lite 2.0.5.
Results: There were 28 respondents. An exhaustive number of 15 themes emerged from the analysis of their reflection notes that encompassed various aspects of the medical profession – ranging from good moral character attributes of a healthcare professional to hazards of the profession to the students taking pride in being associated with it. What is identified by a student as being important, may be expected to be learned better by them. Therefore, we may expect these students to have learned about the attributes of medical professionalism and identity formation, which they had identified through reflection, more meaningfully when they joined back
Conclusion: Even while off campus, students likely continued to learn about their profession. It is reasonable to expect they may gain a deep understanding of their profession upon resuming their training on campus.
