Using the Dundee Polyprofessionalism Inventory I: Academic Integrity to Map Student Professionalism in 3 Arab Gulf Countries

Mona Al-Qahtani,Sue Roff

doi:10.15694/mep.2017.000201

Abstract

This article was migrated. The article was marked as recommended. Background: Teaching professionalism and communication skills have become an integral part of medical education. But professionalism cultures may themselves be at least partially culturally determined. It would be helpful to be able to 'map' regional professionalism cultures especially in an era of increasing globalisation and international mobility of practising doctors within and across regional boundaries. Objectives: To explore medical students' views in three Arab Gulf countries (Kingdom of Saudi Arabia, United Arab Emirates, and Bahrain) of the appropriate sanctions for a one-time infraction in 34 unprofessional behaviors relating to academic integrity as a proxy for their perception of the relative importance of specific items of poor professionalism. Methods: In a cross-sectional study, the Dundee Poly-professionalism Inventory I was administered to 2nd, 3rd, 4th, and 5th undergraduate medical students in three colleges of medicine at governmental universities in three Arab Gulf countries. Data were analyzed using descriptive and inferential statistics. Results: There was extensive congruence and near congruence in the median recommended sanctions from the three sub-groups. Several areas of concern about respondents' perceptions of the importance of lapses in professionalism are identified. Conclusion: The results suggest that the Dundee Polyprofessionalism Inventory I can be used to map the professional culture in medical schools in the Gulf states which seem to share a common culture. More research is needed about the implications for learning and teaching student professionalism.

Highlights

Professionalism is viewed in general, as behaviors or characteristics and values that exemplify a profession or a professional individual (Aramesh et al 2009)
To explore medical students' views in three Arab Gulf countries (Kingdom of Saudi Arabia, United Arab Emirates, and Bahrain) of the appropriate sanctions for a one-time infraction in 34 unprofessional behaviors relating to academic integrity as a proxy for their perception of the relative importance of specific items of poor professionalism
The results suggest that the Dundee Polyprofessionalism Inventory I can be used to map the professional culture in medical schools in the Gulf states which seem to share a common culture

Summary

Introduction

Professionalism is viewed in general, as behaviors or characteristics and values that exemplify a profession or a professional individual (Aramesh et al 2009). According to the Royal College of Physicians (Royal College of Physicians 2005) 'Medical Professionalism signifies a set of values, behaviors and relationships that underpin that trust the public has in doctors'. The literature emphasizes that there is no agreement on the exact definition of medical professionalism (ABIM 2001) or even what constitutes it (Tsai et al 2007), and that it may be culturally defined by the context in which it is generated and practiced. There are more than one hundred definitions of medical professionalism (Tsai et al 2007). According to the US Accreditation Council for Graduate Medical Education (ACGME 2004), professionalism is 'manifested through a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population'. It would be helpful to be able to ‘map’ regional professionalism cultures especially in an era of increasing globalisation and international mobility of practising doctors within and across regional boundaries

Objectives

Results

Discussion

Conclusion