Abstract
This article was migrated. The article was not marked as recommended. BackgroundAddressing professionalism in medical education is challenging. Increasing attention has been focused on developing professionalism in medical school graduates. The culture of faculty and the behaviors of medical graduates are often incongruent with professionalism.ObjectiveTo assess awareness of medical students and faculty about professionalism and suggest strategies for developing professionalism.MethodsValidated questionnaire about professionalism was used. Medical students (n=57) and Faculty (n=50) attending Faculty of Medicine (FOM) King Fahad Medical City Riyadh were included in study.ResultsAmong personnel characteristics, the most highly ranked items were honesty (faculty: 47(94%); students: 35(61.4%) adhering to ethics (faculty: 42(84%); students: 36(63.2%), and reliability in patient care (faculty: 42(84%); students: 35(61.4%).For the interaction with patients category, in highly ranked item was respect for patient (faculty: 44(88%); students: 38(66.7%).Regarding social responsibility, for students highly ranked items was improving access to health care (student: 31(54.4%) whereas faculty designated improving access to health care (faculty 31(62%) more important. With respect to strategies to improve professionalism, the highest ranked strategy across faculty was including in evaluation 29 (58%), while in students individual mentoring 28 (49.1%) was highly ranked strategy for developing professionalism.ConclusionThe difference in attitudes towards professionalism among students and faculty suggests unification of vision of both. Including in evaluation is better strategy for developing professionalism.
Highlights
Professionalism is a concept of belief system to achieve trust between physicians and the society
Medical students (n=57) and Faculty (n=50) attending Faculty of Medicine (FOM) King Fahad Medical City Riyadh were included in study
With respect to strategies to improve professionalism, the highest ranked strategy across faculty was including in evaluation 29 (58%), while in students individual mentoring 28 (49.1%) was highly ranked strategy for developing professionalism
Summary
Professionalism is a concept of belief system to achieve trust between physicians and the society. Professionalism becomes an essential core competence in medical education in context to societal expectations. According to American Board of Internal Medicine, 1994, core of professionalism is defined as "constituting those attitudes and behaviors that serve to maintain patient interest above physician self-interest" Good medical knowledge, practical skill, promptness, hygiene and appearance as important characteristics in context to professionalism (Gale-Grant O. et al 2013). Good doctor is a palatable concept that students adapt in context to professionalism, whereas they consider professionalism in medical education as an external and forced theory. Since both traditional and professional paradigms compete with each other majority of students favor becoming a good doctor rather than a professional (Cuesta-Briand B et al 2014). The culture of faculty and the behaviors of medical graduates are often incongruent with professionalism
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